Career Pathways Toolkit

CAREER
PATHWAYS
TOOLKIT:
A GUIDE FOR
SYSTEM
DEVELOPMENT
Contract #
DOL141RQ20748
TABLE OF
CONTENTS
Preface 3
Introduction 5
Acknowledgements10
Element One: Build Cross-Agency Partnerships and Clarify Roles 11
Element Two: Identify Industry Sectors and Engage Employers 26
Element Three: Design Education and Training Programs 40
Element Four: Identify Funding Needs and Sources 70
Element Five: Align Policies and Programs 79
Element Six: Measure System Change and Performance 89
SECTION TWO: Career Pathways Tools and Resources
Career Pathways Tools 101
Career Pathways Resources 117
SECTION THREE: Career Pathways References
Career Pathways Glossary 133
Bibliography 143
2
INTRODUCTION
CAREER PATHWAYS TOOLKIT
Preface
ABOUT THE CAREER PATHWAYS TOOLKIT
The primary audience for this Toolkit is staff who work at the state level representing one
of the core partners required to develop a Workforce Innovation and Opportunity Act
(WIOA) Unified Plan. The core partners include the State Workforce Agency, the State Adult
Education Agency, and the State Vocational Rehabilitation Agency overseeing Title I, II, III and
IV of WIOA. In addition to the core partners, there are other important partners engaged
in this work that may be included so that the state can develop a more comprehensive
combined plan. The additional partners are listed in Element One of this Toolkit. State
agencies that have oversight over WIOA core partners as well as other critical agencies may
wish to participate on the States career pathways leadership team.
In addition, given the increased role of the State Workforce Development Board in the
development of an overall strategy for career pathways, state workforce staff may find
this Toolkit useful in supporting the work of the State Board. Under WIOA, State Boards
are responsible for aligning core partners and developing and improving the workforce
system through the creation of career pathways. As such, they are responsible for convening
stakeholders and core partners to contribute to the development of the state plan. The
policies and strategies of the state leadership team regarding career pathways must be
consistent with the Unified/Combined State Plan required in WIOA. Local areas implementing
career pathways may also find this Toolkit helpful.
This revised Toolkit continues the spirit of the original Career Pathways Toolkit: to provide
the workforce system with a framework, resources, and tools for states and local partners to
develop, implement, and sustain career pathways systems and programs. This revised Toolkit
acknowledges many of the U.S. Department of Labors (USDOL) strategic investments to
create and sustain a demand-driven employment and training system as part of a larger
national effort. It incorporates the Career One-Stop competency model as a building block
for creating career pathway programs and references the Career One-Stop credentials Toolkit
as an easy way to search existing industry-recognized credentials. This version also maintains
the original framework but reflects substantial gains in knowledge and experience as well as
reflects the systems new guiding legislation, WIOA.
In addition to this Toolkit, the Department plans to release a companion workbook that
includes additional tools and resources to assist states and local partners in the work of
developing, implementing, and sustaining career pathways systems and programs, sector
strategies, and Registered Apprenticeship.
Lastly, there are additional Federal resources that will be assets to state staff developing a
unified state approach to career pathways. The Employment and Training Administration
(ETA) is releasing two Toolkits this year, both of which will have relevance for the audience of
this Toolkit. These new Toolkits focus on sector strategies and Registered Apprenticeship and
will help states with the work of aligning these important required aspects of WIOA.
3
INTRODUCTION
Section One: Six Key Elements of Career Pathways

This Toolkit features Six Key Elements of Career Pathways that help to guide state and local
teams through the essential components necessary for developing a comprehensive career
pathways system. The components under each element are not sequential and may occur
in any order. Likewise, multiple partners can engage in the components simultaneously to
carry out the mission of the career pathways system. The first section of this Toolkit provides
an overview of these elements and the overall framework for their implementation. The six
elements are:
1. Build cross-agency partnerships and clarify roles
2. Identify industry sectors and engage employers
3. Design education and training programs
4. Identify funding needs and sources
5. Align policies and programs
6. Measure system change and performance
Included in this overview are examples of Promising Practices from many communities
throughout the nation that help contextualize the Six Key Elements and demonstrate how
different communities have implemented key components of career pathways systems.
Additionally, each section includes Career Pathways FYIs highlighting useful information
about career pathways and How Tos to guide your team in carrying out activities within
each element. At the end of each chapter is a Tool Box that lists team tools, publications,
and resources available to facilitate implementation of the key components of each element.
Section Two: Team Tools/How To Guide for Facilitators

The second section of the Toolkit presents the tools developed to assist leadership teams in
building and sustaining their career pathways systems. USDOLs Career Pathways Initiative
grantees between 2010 and 2011 developed the tools to support their career pathways
systems. The updates to the tools section are the result of a group of Champions who operate
programs at the state and/or local level and provided examples of useful tools to their
operations. Organized as a how to guide for facilitators, this section describes each tools
purpose and gives instructions for how to use it. You may download each tool via links in the
text.
Section Three: Resources

The final section of the Toolkit is a collection of additional resources that may be useful to a
team in developing a career pathway system. This section includes a glossary of terms, a list
of resources and links that facilitators and leadership teams have found valuable in supporting
their career pathways systems development, and a bibliography of sources referenced and
reviewed in the development of the Toolkit.
4
INTRODUCTION
Introduction
Our Nations future is dependent upon an educated, skilled workforce. Improving the skills,
knowledge, and credentials of American workers is critical to economic stability, growth, and
global competitiveness. The Organization for Economic Co-Operation and Developments
(OECD) Survey of Adult Skills, released in October 2013, confirmed what employers have
often noted: far too many adults lack the skills or credentials required for in-demand jobs.
The OECDs analysis of the U.S. data, available in the report, Time for the U.S. to Reskill 1,
found that 36 million U.S. adults have low skills, two-thirds of which are employed. By many
accounts, the economic environment is ripe for employment expansion, yet employers
continue to have difficulty finding the skilled workers. Of those Americans who lack the
skills required for in-demand occupations, many do not know how or where to access the
information, training, and credentials needed for these family supporting jobs.
WIOA, signed into law on July 22, 2014, provides an extraordinary opportunity to improve job
and career options for our Nations workers and job seekers through an integrated, job-driven,
public workforce system that links diverse talent to businesses. It supports the development
of strong, vibrant regional economies where businesses thrive and people want to live and
work. This revitalized workforce system includes three critical hallmarks of excellence:
The needs of business and workers drive workforce solutions;
American Job Centers provide excellent customer service to jobseekers and employers and
focus on continuous improvement; and
The workforce system supports strong regional economies and plays an active role in
community and workforce development.
In addition, WIOA requires states and localities to collaborate with adult education,
postsecondary education, and other partnersto establish career pathways systems that
make it easier for all Americans to attain the skills and credentials needed for jobs in their
regional economy.
Also on July 22, 2014, Vice President Biden issued the Ready to Work: Job-Driven Training
and American Opportunity report that lays out a vision for measuring the effectiveness of
job-training programs and announcing an array of actions to achieve the skilling of Americas
workforce. The Ready to Work Report outlines strategies and program components that
have shown promise in helping individuals persist in education and training and to attain
credentials necessary for obtaining in-demand jobs.
The message from the new law and the job-driven vision is clearthe workforce, human
service, and educational systems must be in alignment through cross-agency planning,
share common performance measures that inform data-driven decision making, and develop
strategies for sector partnerships and career pathway systems and programs at the Federal,
state, and local levels.
--------------
1
OECD (2013), Time for the U.S. to Reskill?: What the Survey of Adult Skills Says, OECD Skills Studies, OECD
Publishing. http://dx.doi.org/10.1787/9789264204904-en
5
INTRODUCTION
Career Pathway Systems and Programs

What are career pathways? Career pathways are the new way of doing business, and they
operate at two levelsa systems level and an individual program level. At the systems
level, career pathways development is a broad approach for serving populations that may
experience significant barriers to employment and can substantively alter the way the
workforce system delivers its services and its relationship with partner organizations and
stakeholders. Career pathway programs offer a clear sequence, or pathway, of education
coursework and/or training credentials aligned with employer-validated work readiness
standards and competencies. This Toolkit predominantly focuses on building career pathway
systems although there are also some tools included that support career pathways program
development.
Career pathway systems offer an effective approach to the development of a skilled workforce
by increasing the number of workers in the U.S. who gain industry-recognized and academic
credentials necessary to work in jobs that are in-demand. To align educational offerings with
business needs, career pathways systems engage business in the development of educational
programs up front. Career pathways systems transform the role of employers from a
customer to a partner and a co-leader and co-investor in the development of the workforce.
Employers have a high stake in the development of career pathways that lead to an increase
in their pipeline of qualified workers. Additionally, career pathways systems offer a more
efficient and customer-centered approach to workforce development because they structure
intentional connections among employers, adult basic education, support service providers,
occupational training, and postsecondary education programs and design the systems to
meet the needs of learners and employers.
Career pathway programs make it easier for people to earn industry-recognized credentials
through avenues that are more relevant; to provide opportunities for more flexible education
and training; and to attain market identifiable skills that can transfer into work. These
comprehensive education and training programs are suited to meet the needs of working
learners and non-traditional students. Career pathways programs are designed to serve a
diverse group of learners to include; adults, youth, dislocated workers, veterans, individuals with
a disability, public assistance recipients, new immigrants, English language learners, and justice-
involved individuals. Up until now, career pathways systems and programs have been defined in
multiple ways. WIOA now codifies the essential elements of career pathways into law.
6
INTRODUCTION
CAREER PATHWAYS FYI: WIOA Career Pathways Definition
The term career pathway means a combination of rigorous and high-quality education,
training, and other services that
(A) aligns with the skill needs of industries in the economy of the State or regional
economy involved;
(B) prepares an individual to be successful in any of a full range of secondary of
postsecondary education options, including apprenticeships registered under the
Act of August 16, 1937;
(C) includes counseling to support an individual in achieving the individuals education
and career goals;
(D) includes, as appropriate, education offered concurrently with and in the same
context as workforce preparation activities and training for a specific occupation or
occupational cluster;
(E) organizes education, training, and other services to meet the particular needs of an
individual in a manner that accelerates the educational and career advancement of
the individual to the extent practicable;
(F) enables an individual to attain a secondary school diploma or its recognized
equivalent, and at least one recognized postsecondary credential; and
(G) helps an individual enter or advance within a specific occupation or occupational
cluster.
Career pathways systems and programs include components that mirror promising practices
from the workforce and education arenas at the Federal, State and local levels, and the public
and private sectors are investing significant resources in building the evidence base for this
work. Evidence based research takes time, as longitudinal data is necessary to measure an
individuals progress and retention along a career pathway. The Federal government and
many states are implementing initiatives to consistently collect and improve upon the quality
of their data and are establishing longitudinal data systems across agencies to evaluate the
systems they have built.
Federal Investments
The past several years have seen unprecedented collaboration at the Federal level between
the U.S. Departments of Labor, Education, and Health and Human Services. The Departments
have made important investments to help expand career pathways across the country. The
Departments have expressed their shared commitment for career pathway strategies as an
effective way of helping youth and adults to acquire marketable skills and industry recognized
credentials; developed a common career pathways framework to guide states and local
leaders in developing and sustaining career pathways systems; and have hosted three National
dialogues to engage individuals across the country on implementation.
While WIOA solidified the definition of career pathways this year, the Departments have
continued to encourage states to align their state resources to support integrated service
delivery across Federal and state funding streams. Many states have participated with the
Federal agencies in undertaking this important work and are well positioned to implement the
requirements in the new law for establishing career pathways.
7
INTRODUCTION
In fact, the new law was the impetus for updating the Toolkit, and it provided an opportunity
to engage state champions and leading workforce and educational organizations that have
expertise in career pathway development. During the spring of 2015, the Departments asked
for help in reviewing a draft Toolkit to ensure it included essential information to engage all
the key partners. In addition, the Toolkit reflects input from over 140 respondents as a result
of a Request for Information on career pathways that the three Federal agencies issued
in 2014. The Department issued a joint Request for Information to solicit information and
recommendations about career pathways systems from stakeholders in the public and private
sectors that resulted in a final report summarizing facilitators and barriers to career pathways
development and implementation as well as promising practices.
Input from all of the stakeholders validated the original Six Key Elements and made
suggestions on revisions to the Toolkit by incorporating the latest relevant innovations,
creative approaches, and best practices that have emerged since the original publication.
Impact of WIOA on State Agencies

WIOA has a far-reaching impact on state agencies. Career pathways are prominent in the
new law as a required function of the state and local workforce development boards and is
an important component of the State Workforce Plan. The State Plan ensures that all state
agencies play a role in the development of a vision for a career pathways state system, as
well as how the state system interplays with regional and local career pathways and career
pathways plans.
The Unified State Plan also provides an opportunity to lay out state and regional/local
strategies for achieving the states vision. The collective thoughts of all stakeholder agencies
should be harnessed to develop statewide strategies for building career pathways that
align the education and workforce systems with the in-demand needs of employers. Career
pathways are often developed within an industry sector and developed as part of a larger
sector strategy. As defined in ETAs Sector Strategy Implementation Framework, a sector
strategy2 is a partnership of multiple employers within a critical industry that brings together
education, economic development, workforce systems, and community organizations to
identify and collaboratively meet the workforce needs of that industry within a regional labor
market. The graphic on the next page highlights how the approaches align and work towards
complementary workforce development goals.
With the implementation of WIOA and the job-driven agenda, as well as the continued work
on career pathways, sector strategies, and Registered Apprenticeship, USDOL is very excited
about the opportunity to strengthen and expand partnerships and align systems at the state
and local levels.
These partnerships will ensure that Americas workers have the skills they need to obtain good
jobs, and that employers have the workers they need to remain competitive and to prosper.
--------------
2
This definition is provided in the ETA Sector Strategies Technical Assistance Initiatives Sector Strategy
Implementation Framework.
8
INTRODUCTION
Complementary Approaches to Workforce Development
INDUSTRY WORKFORCE
SECTOR STRATEGIES
CAREER PATHWAYS
DEMAND FOR SUPPLY OF
SKILLS SKILLS
IDENTIFIES PROVIDES
INDUSTRY EDUCATIONAL
REQUIREMENTS OPTIONS
INDUSTRY KEY FEATURES

REQUIREMENTS
Registered
Rigorous Collection Apprenticeships
& Analysis of Labor
Contextualized
Market Data
Learning
Sets Skill
Integrated
Requirements of
Education and
Each Job
Training
Identifies Natural
Career Ladders/
Progression of Jobs
Lattices/Roadmaps
Within Industry
to Careers
Verifies
Competency
Competency
Models
Models
Multiple Entry/Exit
Provides Work-
Points
based Learning
Options Stackable
Educational/
Establishes
Training Options
Industry Credential
Requirements Supportive
Services
Sets Global Skill
Standards Degree/Certificate
Attainment
9
INTRODUCTION
Acknowledgements
Many stakeholders contributed to the development of this revised Toolkit. USDOL thanks
Bonnie Elsey, Project Manager; Andrew Herrmann, Project Coordinator; and Jan Bray, Russ
Hamm, Debra Mills, and Barry Shaffer, subject matter experts. In addition, two groups of
stakeholders convened to provide insight, guidance, and their personal experiences with the
Toolkit. The first group of stakeholders included state workforce administrators, adult basic
education directors, human service agency directors, workforce development board directors,
and postsecondary education representatives to include:
Bryan Albrecht, Wisconsin Emily Lesh, Colorado

Marilyn Barger, Florida Harmony Little, Kentucky
Ray Bentley, Illinois Tom Norman, Minnesota
Jason Dunn, Kentucky Karen Rosa, Arkansas
Shalee Hodgson, Oregon Pat Schramm, Wisconsin
Debra Hsu, Minnesota Marlena Sessions, Washington
Debra Jones, California David Socolow, New Jersey
Gilda Kennedy, South Carolina Mark Toogood, Minnesota
Jon Kerr, Washington Elroy Willoughby, Arkansas
Tom Knight, Michigan Bob Witchger, North Carolina
Bethany Leonard, Wisconsin
The second group of collaborators included stakeholders from technical assistance providers,
associations, and other invested organizations, including:
Judith A. Alamprese, Abt Associates Steven Klein, RTI International

Yvette Chocolaad, National Association Vinz Koller, Social Policy Research Associates
of State Workforce Agencies (NASWA) Sue Liu, The Collaboratory LLC
Mary Clagett, Jobs for the Future Mary Alice McCarthy, New America
Todd Cohen, Maher & Maher Foundation
Hope Cotner, Center for Occupational Judy Mortrude, CLASP Center for
Research and Development (CORD) Postsecondary and Economic Success
Maria Flynn, Jobs for the Future Amanda Bergson Shilcock,
Heather Fox, Office of Community College National Skills Coalition
Research and Leadership, University of David Socolow, CLASP Center for
Illinois at Urbana-Champaign Postsecondary and Economic Success
Jaimie Francis, U.S. Chamber Julie Strawn, Abt Associates
of Commerce Foundation Steve Voytek, National Association of State
Catherine Imperatore, Association for Directors of Career Technical Education
Career and Technical Education (ACTE) Consortium
This Toolkit was revised by Manhattan Strategy Group (Contract #DOLU141A22202) under
the technical direction of USDOL/ETA staff Jennifer Troke, Sara Hastings, Robin Fernkas,
and Jennifer Kemp.
USDOL also thanks the authors of the original Toolkit: Richard Kozumplik, Annie Nyborg,
Daphne Garcia, Laura Cantu, and Chandra Larsen.
10
ELEMENT ONE
BUILD CROSS-AGENCY
PARTNERSHIPS
AND CLARIFY ROLES
A cross-agency leadership team
clarifies the roles and responsibilities
of each partner and gains high level
support from political leaders for an
integrated career pathways system.
Key Element Components:

Engage cross-agency partners and employers.
Establish a shared vision, mission, and set of goals.
Define the roles and responsibilities of all partners.
Develop a work plan and/or Memorandum of
Understanding for the partnership.
11
ELEMENT ONE
BUILD CROSS-AGENCY PARTNERSHIPS AND CLARIFY ROLES
The establishment of a comprehensive required in WIOA signed on July 22, 2014.

career pathways system requires strong WIOA requires the Governor to establish a
leadership at the state and local levels as well State Workforce Development Board to assist
as meaningful employer engagement. The the Governor in carrying out critical functions
leadership team, as defined in this Toolkit, of the States Workforce Development
refers to a cross-agency team at the state system. Included in this mandate is the
level established to design, implement, and requirement to establish strategies to support
continuously improve upon the states career the use of career pathways for the purpose
pathways system. The leadership team may of providing individuals, including low-skilled
be the States Workforce Development Board, adults, youth, and individuals with barriers
a sub-committee of the State Board, or an to employment (including individuals with
entity that exists for administering state disabilities) with workforce development
career pathways systems. Regardless of its activities, education, and supportive services
origin, the policies and strategies of the state to enter or retain employment.
leadership team regarding career pathways
must be consistent with the state plan
CAREER PATHWAYS FYI: WIOA Functions of State Workforce Development Board
State board shall assist the Governor in (4) establishing a comprehensive system
of state performance accountability
(1) developing, implementing and modifying
measures;
the state plan;
(5) identifying and disseminating information
(2) reviewing statewide policies or programs
on best practices;
and aligning workforce development
programs that supports a comprehensive (6) developing and reviewing statewide
and streamlined workforce development policies affecting the coordinated
system; provisions of services through the states
one-stop system;
(3) developing continuous improvement
strategies for: (7) developing strategies for technological
improvements to facilitate accessto, and
(A) identifying and removing barriers to
improve the quality of services provided
better coordinate, align, and avoid
through the one-stop delivery system;
duplication of services;
(8) aligning technology and data systems
(B) supporting the use of career pathways;
across one-stop partner programs;
(C) conducting effective outreach and
(9) developing allocation formulas for the
providing access for individuals and
distribution of funds for adults and youth;
employers;
(10) preparing annual reports;
(D) establishing industry or sector
partnerships related to in-demand (11) developing statewide workforce and
industry sectors and occupations; labor market information system; and
(E) encouraging the identification of (12) developing other policies to enhance
regions for workforce planning; the performance of the workforce
development system.
(F) providing assistance to local boards to
support the delivery of services; and
(G) providing staff training and awareness
across programs;
12
ELEMENT ONE
The State Workforce Development Board has widespread adoption of career pathways.
a strong role in convening a broad base of Federal agencies have worked together on
stakeholders to provide input on the states ways to align resources and build capacity
workforce development system. WIOA requires among a wide range of stakeholders to ensure
the Governor in partnership with the State that adults and youth have opportunities to
Workforce Development Board to submit a gain industry-recognized credentials and skills
four year unified plan. The states unified plan that allow them to secure employment and
requires cross agency partnerships of four core advance along a career ladder.
programs: title IB youth, adult, and dislocated The agencies issued a joint letter in April
worker activities; title II adult education and 2012 defining career pathways as a series
literacy activities; sections 1 -13 of Wagner of connected education and training
Peyser Act relating to employment services; strategies and supportive services that
and Title I of the Rehabilitation Act of 1973. enable individuals to secure industry-
WIOA encourages the participation of relevant certification and obtain employment
additional employment and training programs within an occupational area and to advance
to develop a combined plan that includes the to higher levels of future education and
core programs and one or more programs employment.
in order to develop a more comprehensive
education and workforce system. The
combined plan may include programs such
as secondary education, postsecondary CAREER PATHWAYS FYI: Joint Letter
education, veterans, recently laid-off workers, from U.S. Departments of Education,
youth and adults lacking work place skills, Health and Human Services, and Labor
individuals with disabilities, justice-involved
individuals, English language learners, new This letter highlights the joint
Americans, and incumbent workers. commitment of the U.S. Departments of
Whether the state submits a unified or Education, Health and Human Services,
combined plan, the cross-agency partnership and Labor to promote the use of career
works to align systems and provides education pathways approaches as a promising
and training options that focus on the skill strategy to help adults acquire marketable
demands of regional and local economies. skills and industry-recognized credentials
Collaboratively, the partners establish a vision,
through better alignment of education,
mission, goals, and strategies that promote the
training and employment, and human and
implementation of career pathways systems
social services among public agencies
and programs that ultimately lead to an
individual obtaining employment at a family and with employers. The Departments
sustaining wage. Successful partnerships encourage states to align state resources
make it possible to leverage resources in order to support integrated service delivery
to expand upon the services available to all across Federal and state funding streams
learners. and to ensure that interested partners and
At the Federal level, agencies are working agencies whether focused on education,
together to break down silos, create solutions, workforce development, or human and
share successes, and help each other improve social services are aware of this joint
outcomes for individuals they serve. Since commitment for improved collaboration
2011, USDOL/ETA; Health and Human Services/ and coordination across programs and
Administration for Children and Families funding sources. This letter is available at:
(USHHS/ACF); and Department of Education/ http://wdr.doleta.gov/directives/attach/
Office of Career Technical and Adult Education TEN/ten_36_11_att.pdf
(USED/OCTAE) have jointly promoted the
13
ELEMENT ONE
The same interagency team has hosted three Ten Federal Agencies are working
National Dialogues on Career Pathways. In together to help individuals with
April 2014, they also issued a joint Request disabilities qualify for an array of
for Information for recommendations summer internships offered under
about career pathways from stakeholders the Workforce Recruitment Program
in the public and private sectors. A diverse (WRP). WRP is managed by USDOLs
group of 141 respondents completed the Office of Disability Employment Policy.
questionnaire and provided information WRP is a recruitment and referral
about existing career pathways systems. The program that connects Federal and
National summary report covers the broad private sector employers nationwide
cross-section of stakeholders responses and with highly motivated college students
describes the roles and responsibilities of and recent graduates with disabilities
career pathways partners. The respondents who are eager to prove their abilities in
also describe how they are handling funding, the workplace.
outcome measures, employer engagement, USDOL and the Social Security
and scaling programs, and provide a list of Administration are promoting
best practices. With the passage of WIOA, the importance of state and local
the Departments are seizing the opportunity workforce agencies as critical players
to drive joint efforts to build the necessary in addressing career needs of disability
capacity to implement WIOA successfully. In beneficiaries through the Ticket to
addition, OCTAE seeks to take advantage of Work Program. As of March 31, 2015,
the possibility of a newly reauthorized Carl D. approximately 139 workforce agencies
Perkins Vocational and Technical Education are Employment Networks under Ticket
Act (Perkins Act) and to maximize its to Work earning flexible revenues
previous investments in career pathways. over $11,786,510 and career services
Other examples of Federal collaborations and employment to 6,673 American
include: Job Center (AJC) customers with
The Departments of Labor and disabilities.
Commerce are working together to At the state level, partnerships have also
better align job training into economic evolved across the country. State level
development and to make the business partners can build and maintain career
case for Registered Apprenticeship to pathways systems that support the
employers. development of career pathways programs,
The Departments of Labor and adopt a shared vision and strategy, and
Agriculture are collaborating to identify commit their agencies or organizations
promising practices between the to carrying out specific roles and
Supplemental Nutrition Assistance responsibilities. In addition, partnerships can
Program (SNAP) Employment and help states develop a plan and work towards
Training program and the broader braided funding.
workforce system.
The Department of Housing and Urban
Development (HUD) teamed up with
USDOL to provide guidance and
tools for partnerships between public
housing authorities and employer-led
Workforce Development Boards to
generate more job opportunities for
HUD-assisted residents.
14
ELEMENT ONE
COMPONENT 1.1: Engage Cross-Agency Partners and Employers.

Comprehensive career pathways systems Early on in the development of a career
require participation at many different pathways system, the team will want to
levels. The state leadership team represents decide which person and/or agency will take
a diverse group of state and local the lead in coordinating the leadership group
public agencies, private and non-profit activities and assigned tasks involved in
organizations, and employers representing carrying out the initiative.
different sectors in the economy to guide
the process of developing the career
pathways system. They model interagency Leadership Matters
collaboration, integrate sector strategy For career pathways systems to be successful,
principles, craft and implement common senior state, and local leaders, including
goals, and develop a shared vision of how state and local elected officials, support the
career pathways can benefit the local leadership team by actively endorsing and
community and its citizens. The leadership championing the initiative through their
team may embrace the opportunity provided actions, funding, and legislation. It is very
by WIOA to convene a broad stakeholder helpful for the Governor and State Workforce
group, adopt a shared vision, and embed Development Board to provide leadership to
the concepts into their own strategies and promote and/or steer the partnerships that
policies to support a comprehensive career are necessary to build and sustain a state
pathways system. The leadership team may level career pathways system. The passage of
engage additional partner representatives WIOA strengthens this requirement and puts
to form an operations team responsible for the responsibility on convening a broad base
designing, implementing, and operating of stakeholders with the Governor and the
the career pathways education and State Workforce Development Board.
training programs. Other partners become
stakeholders that support the career
pathways work. As career pathways systems
continually develop and change, partners
may move back and forth among the roles as
needed.
15
ELEMENT ONE
WIOA Core Partners/Unified Plan Plan related to the career pathways system.
Development The Unified Plan shall lay out a four year
WIOA core partners are explicitly delineated strategy for the core programs. The State
in the Act and are representatives of Federal Plan may include additional partners that can
programs operating at the state and/or local assist in identifying the resources that can
levels. The state level representatives on the contribute to blended funding of a career
cross-agency leadership team should include pathways system, and the state may include
at a minimum the WIOA core partners who one or more of these partners and submit a
must be involved in creating the Unified State Combined Plan in lieu of a Unified Plan.
16
ELEMENT ONE
Team Development and Sustainability benefits to participants, organizations,

Leadership team members who are and employers in maximizing the overall
knowledgeable of how effective career impact on the local or regional economy.
pathways systems work will be more engaged Partnerships provide real support for the
in the process. The leadership team may effort that go beyond token letters of
consider training team members on the support. To create a win-win partnership,
the team will do several things:
Understand Each Others Programs

Understand each others specific goals, resources, and program performance measures and
requirements.
Conduct a service/resource mapping session. Though many of the participating
organizations and agencies are trying to achieve similar objectivessuch as strengthening
the local economythey measure their progress in different ways. By understanding
the core elements of each partners work, the leadership team can develop a systemic
framework that can complement everyones goals.

Understand Career Pathways
Make sure all partners understand the big picture of developing a career pathways system.
Partners adopt a shared definition of career pathways and key related concepts to embed
them into their own strategic plans/goals/strategies and into new and existing policies to
support career pathways.
Focus on Mission
Reflect the mission in all career pathways materials and constantly remind partners that
the success of the career pathways system depends on the participant outcomes and how
well they align with employer demands.

Communicate Expectations
Clearly communicate expectations of each of the participating partners while also
acknowledging the value of their contribution to the overall effort. Partners need to realize
the importance and impact of their contributions.
Use Performance Data

Use performance data to demonstrate progress and impact. This will also support partner
buy-in and reinforce continued engagement over time. When the team regularly reviews
data and compares itself to benchmarks, partners can make course corrections and are
clear that their contributions are adding value.
17
ELEMENT ONE
A periodic review of state and local team the agencies and organizations represented
membership can ensure that the team includes on the leadership and operations teams.
representatives that support key functions and Therefore, once the leadership team convenes,
services within the system. In addition, new it is important to inform all state and local
partnerships expand as the group seeks to staff members about the career pathways
engage new target populations. system development and implementation
The leadership team will not be able to plan. Training multiple agencies staff
implement the career pathways system together on the new career pathways system
without the help of the staff members within will model collaboration and ensure that all
staff members learn the same information.
Component 1.2: Establish a Shared Vision, Mission, Goals, and

Strategies.
VISION MISSION GOALS STRATEGIES
Once the career pathways leadership team is to progress. A mission statementa brief
formed, it is important that the state system description of the teams fundamental
partners (in conjunction with local/regional purposehelps the team agree on what to
partners) are committed to a shared vision work on together. Defining these elements
of industry sector-based career pathways will allow the team to establish an agreed-
for youth and adults and to a strategy for upon set of goals with accompanying
building, scaling, and sustaining state and strategies and aid in the development of
local/regional career pathways systems. All a plan to guide collaborative work. As the
partners should be committed to the same system evolves over time, the team commits
mission aligned with common goals and to reviewing and revising the vision, mission,
strategies. The vision provides a directional goals, and strategies regularly to match
statement and a framework for the teams changing interests and ensure the plan is
area of influence and responsibility by consistent with the states unified/combined
describing the desired future state of the plan. The leadership team may find it helpful
community in a way that inspires the team to develop its shared vision, mission, goals,
and strategies during a strategic planning
session.
CAREER PATHWAYS FYI: Career Pathways
The state leadership team will want to share
and WIOA
its strategic plan with local operations team
WIOA makes development of career members. The local Workforce Development
pathways strategies a function of the state Boards will want to ensure their vision,
mission, goals, and strategies are consistent
and local workforce boards and encourages
with the state leadership teams strategic plan
career pathways activities under all parts
and/or the States Unified/Combined Plan.
of the Act. The career pathways approach
provides a framework for state and local
CAREER PATHWAYS FYI: Career Pathways
unified/combined planning that reorients
and WIOA
existing education and workforce services
(including those authorized under WIOA) WIOA increases the emphasis on cross-
from myriad disconnected programs system alignment, strategic planning,
toward one system focused on individuals performance measurement and data
postsecondary and economic success. collection/utilization.
18
ELEMENT ONE
COMPONENT 1.3: Define the Roles and Responsibilities of All Partners.

The leadership team should adopt a Community service mapping/resource
shared strategy and formally commit their mapping will allow partners to know what
organizations to carrying out specific roles each public and private agency can provide
and responsibilities and to communicate to achieve the career goals of all populations
and coordinate with each other to build, including the specific services for targeted
scale, and sustain career pathways systems. populations. The process will produce the data
While some agencies provide services to the necessary for coordinating services among
general population, others may serve only multiple agencies and identifying funding
targeted populations. It takes a variety of streams that can support the development
agencies and/or funding streams to provide of career pathways systems. The service/
comprehensive services to both targeted resource mapping process will allow all parties
and universal populations. Partners may to understand each others existing roles and
continue to define roles and responsibilities responsibilities. The team can develop an
by organization and assign critical operational and strategic plan and assign team
responsibilities to each team member. members functional roles and/or individual
task responsibilities. The team may decide to
formalize these relationships with a written
CAREER PATHWAYS FYI: It is the
agreement or within a memorandum of
responsibility of all partners to understanding (MOU) to support sustaining
Leverage and coordinate new Federal, relationships over time.
state, and/or private/philanthropic A Community Service Mapping tool is
resources to support the local/regional available in Section 2 of this Toolkit.
career pathways system and programs.
Leverage and coordinate existing
Federal, State, and/or private/
philanthropic resources to support the
local/regional career pathways system
and programs.
A prerequisite for defining the roles and

responsibilities of each of the partners
within the career pathways system is shared
knowledge of the services each agency
provides, the populations it serves, and the
service models on which its programs are
based.
19
ELEMENT ONE
Mapping will facilitate the following questions:
WHO WHERE HOW

WHAT SERVICES
PROVIDES ARE THEY EFFECTIVE ARE
ARE CURRENTLY
THEM LOCATED THE SERVICES
PROVIDED
? ? ? ?
WHAT ARE
WHAT IS THE WHAT ARE
THE TOTAL
CAPACITY OF THE THE GAPS IN
EMPLOYMENT AND
SERVICE SERVICE
TRAINING
PROVIDERS
RESOURCES
? ? ?
ARE THERE
WHAT ARE HOW
ADDITIONAL
THE TOTAL FLEXIBLE ARE
RESOURCE
RESOURCES THE RESOURCES
OPPORTUNITIES
? ? ?
It is important to define the roles and Early in the development of career pathways
responsibilities of all partners. The chart systems, the team may decide which
on the following page outlines some of the person and/or agency will take the lead in
common roles and responsibilities assigned coordinating the leadership group activities
to the key partners involved in developing and will assign tasks involved in carrying
career pathways systems. out the initiative. Consideration should be
given to the establishment of at least one
full-time staff position within the lead agency
to oversee and coordinate leadership team
activities and related system development
tasks.
20
ELEMENT ONE
The following is an example of typical cross-agency roles. The chart is not all inclusive or
prescriptive and state agency partnerships may wish to complete a matrix for their own
partnership.
Educational Economic Human Community-

Workforce
Institutions Development Services Based Employers
Agencies
& Agencies Agencies Agencies Organizations
Assess skills
Assist with financial aid
Assist with tuition and fees
Create a job friendly business
environment
Create links between credit
and non-credit programs
Develop curriculum
Develop curriculum with
multiple entrances/exits and
modularized (chunked)
sections
Deliver training
Design programs
Engage employers
Expand export opportunities
Fund innovation
Identify industry-recognized
credentials
Identify skill sets
Promote portability and
flexibility
Provide academic and
personal counseling
Provide career and personal
counseling
Provide case management
Provide credit for prior
learning
Provide employment
Provide incentives for
business expansion
Provide incentives to train
incumbent workers
21
ELEMENT ONE
Educational Economic Human Community-

Workforce
Institutions Development Services Based Employers
Agencies
& Agencies Agencies Agencies Organizations
Provide job placement
assistance
Provide job retention services
Provide job search assistance
Provide labor market
information
Provide professional
development opportunities
Provide support services
Provide system navigation
Provide trainers/faculty
Provide training facilities &
equipment
Provide work-based learning
opportunities
Recruit and make referrals
Recruit new business
development
22
ELEMENT ONE
Clarify Working Relationship the local level with state officials acting in an
Between State and Local Partners advisory and supporting capacity?
In addition to clarifying the roles and However decision-making occurs, it is
responsibilities of the various collaborating important to ensure that there is a clear
partners, the leadership team may want to understanding of the roles of each partner
define the working relationship between and an agreement is made that spells out
the state level and the local level agencies those roles. Like other partnerships, it may
and partners. For example, is decision- be useful to formalize these relationships with
making happening at the state level with a written plan and/or a MOU.
local officials expected to implement them?
Alternatively, is decision making happening at
PROMISING PRACTICE: Virginia Career PathwaysAlign Systems
In the spring of 2008, Governor Tim Kaine issued an executive order establishing the
Virginia Career Pathways Task Force. This task force included representation from the
eight state agencies charged with administration and oversight of the Commonwealths
workforce development system, as well as a representative from the Commonwealths
economic development office. Charged by the Governor to develop a career pathways
strategic plan, the members met regularly over several months to develop a shared vision,
consistent definitions, and systemic expectations of what career pathways meant for the
various workforce programs. In December 2008, the task force issued Virginias career
pathways strategic plan, Bridging Business and Education for the 21st Century Workforce:
A Strategic Plan for Virginias Career Pathways System, which outlined a vision for the
system and specific goals and outcomes across agencies and programs.
In the years since the release of that plan, the group has continued to meet, collaborate,
plan, and problem solve. While the name has changed from task force to work group,
and membership has shifted, the core group has remained committed to partnership
because of real progress made in building career pathways into Virginias workforce
development system as well as the trust and respect that has grown among the members.
The core group consists of representatives from the Governors Office, Department of
Labor and Industry, State Council for Higher Education, Virginia Community College
System, Department of Social Services, Virginia Employment Commission, and Virginia
Economic Development Partnership. The results have exceeded everyones early
expectations, and they include truly collaborative interagency programming, tens
of millions of dollars in public and private grants, and legislation that has advanced
recommendations that grew out of the work.
23
ELEMENT ONE
COMPONENT 1.4: Develop a Work Plan and/or Memorandum

of Understanding for the Partnership.
Once the leadership team establishes a
shared vision, mission, goals, and strategies
governing the partnership, the team is ready
to develop a work plan consistent with the Partnership Work Plan
strategies delineated in the Unified/Combined Considerations:
Plan.
The work plan is necessary for the
partnership to accomplish its goals. The work
plan should identify who, what, when, and
how the strategies will be implemented.
Who: One or more individuals representing
an agency responsible for each task,
accomplishing the task, and providing
progress reports.
What: The annual priorities based on current
and projected rigorous assessment of the
needs of the state/regional economy, the
selected targeted industry sector(s), and the
capacity of the system.
When: The timelines assigned to each task to
include the completion dates.
How: The strategies required to accomplish
each task along with the criteria for system
metrics and evaluation.
The work plan may include many of the
considerations described in the graphic to the
right in the development of the key strategies
and tasks.
24
ELEMENT ONE
ELEMENT ONE TOOLBOX

Team Tools
See Section TwoTeam Tool How-to Guide for facilitator instructions for each of the following tools:
Six Key Elements Graphic Framework view/2001126552554540652/info

https://learnwork.workforce3one.org/ Sample Partner Agreements https://
view/2001120641504542734/info learnwork.workforce3one.org/
Six Key Elements Action Planning Tool view/2001126942046585407/info
https://learnwork.workforce3one.org/
Six Key Elements Readiness
view/2001120642119875739/info
Assessment Tool: (available in Section
Service Mapping Tools 2 of the Toolkit)
https://learnwork.workforce3one.org/
Reports and Publications

Career and Technical Programs of Governor McAuliffe Unveils Major
Study: A Design Framework. U.S. Workforce Development Initiative.
Department of Education. http://cte. Virginia Office of the Governor, August
ed.gov/initiatives/programs-of-study 2014. https://governor.virginia.gov/
newsroom/newsarticle?articleId=5787
Best Practices for Career Pathways
and Credentials: the Minnesota and From the Ground Up: Creating
Kansas Models. U.S. Department of Sustainable Partnerships between
Labor. Webinar held January 10, 2014. Public Housing Authorities and
https://careerpathways.workforcegps. Workforce Investment Boards. U.S.
org/announcements/2015/02/18/12/22/ Department of Housing and Urban
Best_Practices_for_Career_Pathways_ Development and U.S. Department
and_Credentials of Labor, Spring 2014. http://portal.
hud.gov/hudportal/documents/
Bridging Business and Education for the
huddoc?id=14_dol_publication.pdf
21st Century Workforce: A Strategic Plan
for Virginias Career Pathways System. Joint Career Pathways Letter. U.S.
State of Virginia. December 2008. Departments of Education, Labor, and
Health and Human Services. http://
Career Pathways Initiative: Building
wdr.doleta.gov/directives/attach/TEN/
Cross-Agency Partnerships U.S.
ten_36_11_att.pdf
Department of Labor and Social
Policy Research Associates, March Jolin, Michelle; Schmitz, Paul;
2011; https://www.workforce3one.org/ and Seldon, Willa. Community
view/5001104843457641130/info Collaboratives Whitepaper: A
Promising Approach to Addressing
Center for Faith-Based and
Americas Biggest Challenges.
Neighborhood Partnerships,
Corporation for National and
U.S. Department of Education.
Community Service, 2012. http://www.
http://www.ed.gov/edblogs/fbnp/
serve.gov/sites/default/files/ctools/
CTE Clearinghouse: Business CommunityCollaborativesWhitepaper.pdf
Partnerships and Community
Shared Vision, Strong Systems. Alliance
Involvement. Association for Career and
for Quality Career Pathways, Center
Technical Education (ACTE). https://
for Law and Social Policy, June 2014,
www.acteonline.org/clearinghouse_
http://www.clasp.org/resources-and-
partnerships/#.VLLN6NLF-So
publications/files/aqcp-framework-
version-1-0/AQCP-Framework.pdf
25
ELEMENT TWO
IDENTIFY INDUSTRY SECTORS
AND ENGAGE EMPLOYERS
Sectors and industries are selected
and are partners and co-investors in
the development of career pathways
systems.

Conduct labor market analysis to target high
demand and growing industries.
Survey and engage key industry leaders from
targeted industries and sector partnerships.
Clarify the role of employers in the development
and operation of programs.
Identify existing training systems within industry
as well as the natural progression and/or mobility
(career ladders/lattices).
Identify the skill competencies and associated
training needs.
Sustain and expand business partnerships.
26
ELEMENT TWO
IDENTIFY INDUSTRY SECTORS AND ENGAGE EMPLOYERS
A career pathways system must be employer

driven. This is the single most important CAREER PATHWAYS FYI: Contributions
transformational element of a career you can expect from industry leaders
pathways system; employers are a partner
and co-investor in the system. As a full Federal employment and training
partner, employers have active and continual programs are funded at just over $17
involvement from program inception through billion in the FY 2014 Federal budget.
implementation. Engaging employers early on By way of comparison, in 2013, U.S.
in the design of an initiative will help ensure employers are estimated to have spent
your career pathways system aligns with over $450 billion on training for their
business needs. Many states are using sector own employees. This amounts to 25
strategies to complement and strengthen times more than the Federal government
their relationships with employers. Sector spends on job training.
strategies is a strategic approach to engage
Ready to Work: Job Driven Training and American
employers by bringing together industries Opportunity, White House, July 22, 2014
critical to the economic success of a region
and identifying the skills that are necessary
greatest need for replacement workers and
to build the regions talent pipeline. This
promise long-term employment at a family-
approach allows for the development
sustaining wage. WIOA strengthens the
of career pathway programs for a range
requirements for state and local providers
of workers within a regional economy.
to align workforce services with regional
Alignment with regional economies allows the
economic development strategies and sector
career pathways system to identify careers
strategies tailored to their needs.
that are emerging, growing, and/or have the
COMPONENT 2.1: Conduct Labor Market Analysis to Target High-

Demand and Growing Industries.
The intent of career pathways is to train to analyze many sources of labor market
participants for the skill needs of employers, information to identify the regional workforce
so it is essential to select the industries that needs. These sources may include traditional
will benefit the local economy and provide LMI from the Bureau of Labor Statistics,
employment at family sustaining wages. real-time LMI from internet job boards,
Skillful use of labor market information (LMI) sophisticated employer internal tracking
is an effective way to manage risk and ensure systems, and industry cluster studies.
that the industries chosen will provide the
best return on investment. States may wish
27
ELEMENT TWO
CAREER PATHWAYS FYI: In-Demand Industry Sector or Occupation
A) IN GENERALThe term in-demand lead to economic self-sufficiency

industry sector or occupation means and opportunities for advancement)
(i) an industry sector that has a in an industry sector so as to have
substantial current or potential a significant impact on the State,
impact (including through jobs that regional, or local economy, as
lead to economic self-sufficiency and appropriate.
opportunities for advancement) on (B) DETERMINATIONThe determination
the State, regional, or local economy, of whether an industry sector or
as appropriate, and that contributes occupation is in-demand under this
to the growth or stability of other paragraph shall be made by the State
supporting businesses, or the growth board or local board, as appropriate,
of other industry sectors; or using State and regional business and
(ii) an occupation that currently has or labor market projections, including the
is projected to have a number of use of LMI.
positions (including positions that
Traditional LMI is employment statistics,

job forecasts, wages, demographics, and HOW TO: Use LMI to Learn
other labor market data gathered and made
available for the exact purpose of assisting What skills employers are looking for;
public and private organizations, researchers, Which occupational areas are growing
and others to better understand todays in the future;
complex workforce. These data collections Which industries are hiring;
are usually tailored to reflect (1) the nation,
(2) national regions (e.g. the northwest), Where to find employers who
states, regions within states, and counties/ are hiring;
communities. LMI data may also be reported What working conditions are like
in timeframes such as the previous month, for specific industries;
quarter, or year.
What education and training you
need for specific occupations; and
What factors can stop you from
getting a job.
28
ELEMENT TWO
In a broad sense, LMI collects, analyzes, and systems help the employers identify skill
disseminates employment levels, wages, shortages in their regional economies. This
occupational projections, number of people information is critical for them in making
employed, etc. to predict the relationship management decisions to expand or contract
between supply and demand. Supply in a region or to invest in training options for
indicates how many individuals are available the regional workforce that will provide them
and capable of taking an explicit job while with a competitive advantage.
the demand tells you how many jobs are In addition, LMI agencies in many states (i.e.,
open or will open with retirements and job- California, Connecticut, Colorado, Maryland,
changers. Michigan, Minnesota, New Jersey, and
Ohio) have analyzed the states economy
SUPPLY as well as bordering states by looking at
the industry clusters influencing a regional
economy. Dr. Michael Porter Economist,
Harvard Business School, defines industry
clusters as geographic concentrations
of interconnected companies, specialized
suppliers, and associated institutions in a
particular field that are present in a nation
or region. Clusters emerge because they
raise a companys productivity by proximity
to local assets and the presence of like
firms, institutions, and infrastructure that
DEMAND surround it. To conduct cluster studies, LMI
agencies can analyze the states economy
LMI agencies look at job vacancies, as well as by looking at the concentration of specific
job growth. There is considerable churning in industries within a geographic area by using
a labor market as people retire, are promoted, the North American Industry Classification
etc. LMI agencies need to look at replacement System (NAICS). The North American
workers as well as new and emerging job Industry Classification System (NAICS) is the
growth in order to identify where the greatest standard used by Federal statistical agencies
demand for workers will be. The team will in classifying business establishments for
elect to prepare training for jobs where the purpose of collecting, analyzing, and
the demand is high, the supply of potential publishing statistical data related to the U.S.
workers is low, and the occupations pay a business economy. The LMI office analyzes
family sustaining wage. the concentration of industries by using a
There are many other sources of labor location quotient (LQ). A LQ of employment
market data to complement the traditional identifies the relative concentration of
labor market information presented by employment in an area compared to a larger
the Bureau of Labor Statistics. Modern area. When the LQ is equal to one, the
technology allows access to real-time data industry cluster share of employment is equal
using software that pulls information from to that of the United States. However, when
the internet from job posting boards and the LQ is greater than one, the cluster has
can provide supplemental data on labor higher relative share of employment within
supply and demand. Many larger employers the state than in the nation. This means the
have sophisticated Applicant Tracking state has a competitive advantage in this
Systems (ATSs) or larger Talent Management industry compared to other states.
Systems (TMSs) to track information on
job applications and hiring. These tracking
29
ELEMENT TWO
Groves, Garrett and Woolsley, Lindsey. State Sector Strategies Coming of Age: Implications for State Policy
Makers. National Governors Association, January 2013.
30
ELEMENT TWO
Cluster studies are critical in developing

industry sector strategies. Industry sector PROMISING PRACTICE:
Automotive Manufacturing Technical
strategies can address the workforce needs
Education Collaborative (AMTEC)
of a larger area by aligning the critical
partners of education, training, economic
In 2005, the Kentucky Community
development, and community-based
Technical College System began a
organizations that solve workforce challenges
customized training program for Toyota.
in industries specific to a region. Sector
Since the needs of other automotive
strategies may not fit within geo-political
manufacturers were similar including
boundaries and may even cross state lines.
their supply chain, the automotive sector
A good example of the synergies of a cluster
quickly grew into an automotive industry
study is depicted in the graphic from the
sector partnership that included other
National Governors Association on the
American, Asian, and German auto
previous page.
manufacturers. Today, the Automotive
Once a detailed analysis of industry Manufacturing Technical Education
clusters is known, state and local Workforce Collaborative (AMTEC) has expanded
Development Boards can determine the across numerous economic, education,
predominance of specific industries and and political boundaries along the 1-65 and
identify new and emerging industries that the I-75 corridors from Michigan to Texas. It
Workforce Development Boards can prepare includes 32 community colleges and labor
for. This process allows a Board to focus organizations across 13 states, all focused
on the strengths of industry clusters and on the goal of making sure that a new
identify if sector partnerships exist to avoid generation of skilled, globally competitive
duplicating their work. autoworkers emerge. AMTEC uses a sector
Cluster studies also identify new emerging partnership to identify worker skills needs
occupations as well as growth occupations across two critical job classifications
that can strengthen the states competitive production and maintenance. AMTEC uses
advantage within the industry. A promising a career pathways approach to make sure
practice in Kentucky illustrates how a large the coursework is modular, flexible, and
industry sector partnership grew as a result contextualized and produces stackable
of one business identifying training needs credentials.
and developed into career pathways for
automotive workers.
A state, region, or local team just starting out

may want to focus first on a single industry.
The lessons learned from a small-scale
pilot may then inform efforts to add other
industries or sector partnerships.
The following promising practice illustrates
how Maryland used labor market research
to determine a sector focus and to engage
employers in their career pathways efforts.
31
ELEMENT TWO
PROMISING PRACTICE: Employer Engagement in Maryland
Maryland has focused its career pathways efforts on its Upper Shore region, where the
basis of the economy has shifted from natural resource extraction to manufacturing
and services. Although hospitality, tourism, and construction are in decline, healthcare
continues as an important economic engine in the region. Accordingly, the Maryland
career pathways team wanted a better picture of the Upper Shores healthcare labor
force. The team had originally planned to hire a consultant to conduct a labor market
analysis to get a clearer idea of which occupations to target. Due to limited funding,
however, the team decided to conduct an in-house labor-shed analysis instead. This
meant collecting data that would allow them to map the geographic distribution of
healthcare workers in the region, irrespective of natural or political boundaries. The
study would also address underemployment, the willingness of current and prospective
employees to change employment, current and desired occupations, wages, hours
worked, and the distances workers were willing to commute to work. The team
conducted the labor-shed analysis by compiling healthcare industry data via Internet
resources. Before using this information to shape the career pathways action plan,
however, they met with employers in the region to validate their findings. Being asked to
validate this healthcare industry data piqued the employers interest in the teams career
pathways work, and they independently requested to be involved in the initiative. A way
to validate data became a valuable strategy for recruiting employers.
32
ELEMENT TWO
COMPONENT 2.2: Survey and Engage Key Industry Leaders

from Targeted Industries and/or Sector Partnerships.
Leveraging existing sector partnerships can sector partnerships, WIOA describes their
connect the career pathways leadership collaborative attributes in the statutes (see
to the needs and interest of employers. the following text box).
Because of the importance of industry or
CAREER PATHWAYS FYI: Definition of Industry or Sector Partnerships
WIOA defines an industry partnership as a workforce collaborative, convened by or

acting in partnership with a state board or local board, that
(A) organizes key stakeholders in an industry cluster into a working group that focuses
on the shared goals and human resources needs of the industry cluster and that
includes, at the appropriate stage of development of the partnership
(i) representatives of multiple businesses or other employers in the industry cluster,
including small and medium-sized employers when practicable;
(ii) one or more representatives of a recognized state labor organization or central
labor council, or another labor representative, as appropriate; and
(iii) one or more representatives of higher education with, or another provider of,
education or training programs that support the industry cluster.
(B) may include representatives of
(i) state or local government;
(ii) state or local economic development agencies;
(iii) state boards or local boards, as appropriate;
(iv) state workforce agency or other entity providing employment services;
(v) other state or local agencies;
(vi) business or trade associations;
(vii) economic development organizations;
(viii) nonprofit organizations, community-based organizations, or intermediaries;
(ix) philanthropic organizations;
(x) industry associations; and
(xi) other organizations, as determined to be necessary by the members comprising
the Industry or sector partnership.
Existing sector partnerships may already have coursework and credentials that align with
collaborated with local training institutions. the natural progression of occupations within
Career pathways systems enhance the sector an industry or across industriesa pathway.
partnership by offering a clear sequence of
33
ELEMENT TWO
The following graphic from the National Governors Association illustrates the linkages
between sector partnerships and career pathways.
Groves, Garrett and Woolsley, Lindsey. State Sector Strategies Coming of Age: Implications for State Policy Makers.
National Governors Association, January 2013.
34
ELEMENT TWO
COMPONENT 2.3: Clarify the Role of Employers in the Development

and Operation of Programs.
Key employers will accept multiple roles and contribute in the development of career
pathways programs. The greater the role of the employers, the more likely the career
pathways programs will meet industry needs. The graphic below lists some of the roles that
employers can play in the system:
Write an employer agreement The MOU can specify the parameters of

It is wise to capture employer involvement employer contributions such as the specific
in some formal manner. Teams may wish role of an employer instructor; the rules and
to develop a formalized contract or MOU expectations of any work-based learning
to document, capture, or describe specific opportunities; the use of the employers
contributions, limitations, issues, legalities, facilities and equipment; and any co-
and scope of responsibilities of the employer. investment into curriculum development.
35
ELEMENT TWO
COMPONENT 2.4: Identify Existing Training Systems within Industry

and the Natural Progression and/or Mobility (Career Ladders/Lattices).
Employers train employees on the job and proficient, and advances to a job requiring
provide formal and experiential learning to more skills and knowledge. Each next job
help them acquire skills. To augment industry generally builds from the competencies, skills,
programs, the career pathways system must and experiences of the previous job.
understand the type of training available It is important for a career pathways program
within industry and align curriculum to meet designer to map out the skill acquisitions
changing industry standards. necessary to advance within the company.
The career pathways system will begin by The employer may also have a company-
obtaining a full understanding of job clusters based or industry-based certification that
and specific jobs within the industry and how authenticates the acquisition of skills. Any
they relate to each other. In many companies, new career pathways training system must
there is a well-understood job progression align with the job progressions, the existing
as an employee seeking upward mobility training systems, and the certification system
learns a job, acquires the competencies to be in place.
Is there
What are the What are the What jobs What are increasing
entry-level occupations follow those? the skill compensation
positions? that are a level requirements to along with the
above entry? move up? increased skill
requirements?
36
ELEMENT TWO
COMPONENT 2.5: Identify the Skill Competencies and Associated

Training Needs.
At the core of training program design is a An educational design team (pathway
thorough understanding of the competencies builders) will work directly with the employer
required for successful job performance. and/or professional association to list or
Pathway designers, working with the document competencies that an employee
employer, allow the employer to describe and must know to perform the job. Sometimes
determine the needed skills and knowledge documentation may already exist that will
for the specific career pathways training. contribute to the development of the model.
Asking the right questions and identifying the It is very important that the employer and his
skill requirements to perform the essential team review and confirm the accuracy of the
functions of a job is what gives the employer lists of competencies.
a competitive advantage. For a more detailed explanation of
competency models, see Component 3.3
Develop a competency model Review or Develop Competency Models
under Element 3: Design Education and
An industry competency model is a collection Training Programs.
of competencies (knowledge coupled with
skilled tasks) that together define successful
performance in a particular job or job family.
Competency models designate the industry
requirements that are essential components
to design training curriculum.
37
ELEMENT TWO
COMPONENT 2.6: Sustain and Expand Business Partnerships.

Strong reliable relationships with employers communication style that reflects the urgency
require a routine series of communications and needs of employers while ensuring
and actions in order to ensure continued their own staffs program design needs are
commitment from business partners. being heard. Figure out how to merge the
Working with industry sector partnerships varying styles and expectations and be well
can provide a more organized approach organized. As the career pathways systems
and can provide a better opportunity for expand to target additional industries or
sustainability. The leadership team will note sector partnerships, other employers are
that employers often bring different decision- cultivated to inform all new career pathways
making expectancies and timetables with less program development.
tolerance for extended discussions. Members
of the leadership team must develop a
www.jff.org/sites/default/files/publications/materials/A-Resource-Guide-to-Employer-Engagement-0113
38
ELEMENT TWO
ELEMENT TWO TOOLBOX

Team Tools
Six Key Elements Readiness Assessment Key Elements Action Planning Tool
Tool: (available in Section 2 of the Toolkit) https://learnwork.workforce3one.org/
view/2001120642119875739/info

Groves, Garrett and Woolsley, Lindsey. Wilson, Randal. A Resource Guide
State Sector Strategies Coming of Age: to Engaging Employers. Jobs for the
Implications for State Policy Makers. Future, January 2015. http://www.jff.org/
National Governors Association, January publications/resourceguide-engaging-
2013. http://www.nga.org/cms/home/ employers
nga-center-for-best-practices/center- Tools for Building Employer/Educator
publications/page-ehsw-publications/col2- Partnerships. U.S. Department of
content/main-content-list/state-sector- Education, Office of Career, Technical,
strategies-coming-o.html and Adult Education: http://lincs.ed.gov/
Pathways For Youth Employment: Federal employers/
Resources For Employers. The White
House, February 2015. https://www.
whitehouse.gov/sites/default/files/docs/
pathways_for_youth_employment_
Federal_resources_for_employers_
feb_2015.pdf
39
ELEMENT THREE
DESIGN EDUCATION AND
TRAINING PROGRAMS
Career pathways programs provide a
clear sequence of education courses
and credentials that meet the skill
needs of high-demand industries.

Identify and engage education and training partners.
Identify target populations, entry points, and
recruitment strategies.
Review, develop, or modify competency models with
employers and develop and validate career ladders/
lattices.
Develop or modify programs to ensure they meet
industry recognized and/or postsecondary credentials.
Analyze the states and regions education and training
resource and response capability.
Research and promote work-based learning
opportunities within business and industry.
Develop integrated, accelerated, contextualized learning
strategies.
Provide flexible delivery methods.
Provide career services, case management, and
comprehensive supportive services.
Provide employment assistance and retention services.
40
ELEMENT THREE
DESIGN EDUCATION AND TRAINING PROGRAMS
In a comprehensive career pathways system, provide the necessary credentials for many
education and training programs provide growing careers. This is especially true
a clear sequence of education courses and for those who lack basic skills, including
credentials combined with continual seamless work readiness skills and English language
support systems that prepare individuals, comprehension. These populations
regardless of their skill levels at the point of often have other barriers to training and
entry, for postsecondary education, training, employment, such as transportation and
and employment. Likewise, the Career and the need for childcare. In addition, working
Technical Education system (CTE) requires learners have the added challenge of
a clear sequence of courses that must balancing jobs with education or training,
align with postsecondary education and which makes flexible training programs,
the workforce training systems in order for such as evening/weekend, and/or online
youth to benefit from a career pathways classes critical to their success. Designing
system. As addressed in Element One and training programs that accommodate these
Element Two, all the partners connected to challenges ensures higher completion rates.
the career pathways system work together When training and education programs do
to ensure that local education and training not accommodate the needs of adults, youth,
programs align with the skills requirements and non-traditional students, they drop
of growing and emerging industries while out. Developing career pathways-oriented
simultaneously meeting the education and education programs that support the unique
training needs of diverse populations. WIOA needs of targeted populations helps patch
strengthens this requirement throughout. the leaky pipeline of learners prematurely
Therefore, designing these programs cannot exiting training programs.
be business as usual and requires out of Career pathways systems provide participants
the box thinking to best meet the needs of with multiple entry points to accommodate
employers and learners. The Center for Law academic readiness and multiple exit points
and Social Policy (CLASP) has developed to permit on ramp and off ramp when
the following depiction of a career pathways necessary. The intent for career pathways is
process (see graphic on next page). to lead to industry-recognized credentials, at
Adults, youth, and non-traditional, working family supporting wages with occupational
learners often struggle to complete advancement opportunities.
education and training programs that
41
ELEMENT THREE
Shared Vision, Strong Systems: The Alliance for Quality Career Pathways Framework Version 1.0. Center for Law and
Social Policy, June 2014.
An Overview of the Design Process The process begins by identifying and

Although career pathways require new capturing the employer-based competencies
business processes to be inclusive of the required for successful job performance
partnership, the design of curriculum leading (refer to Component 3.3 of this element).
to a pathway still requires a more traditional As noted in the diagram on the next page,
approach from identifying the skills and competencies are the basic building blocks of
knowledge needed by the employer to what ultimately becomes a program of study
creating courses and programsa pathway. a career pathway.
42
ELEMENT THREE
Steps in Career Pathway Progress
Organize the
Discover the employers competencies and Create a series of
on-the-job skills and add teaching courses and present in
knowledge: the methodologies to create a sequence to become
COMPETENCIES CURRICULUM/CONTENT a CAREER PATHWAY
FOR A COURSE
Designing programs requires organizing to attain and perform a job. The package
competencies into a logical sequence of of competencies and methodologies is the
information and experiences by applying curriculum of a course. The curriculum itself
teaching methodologies. These include may be delivered in multiple modalities
lesson plans, instructional content, materials, including a combination of experiential
learning experiences, resources, and learning, classroom instruction, e-learning,
evaluation all designed to help the learner etc.
master the knowledge and skills required
COMPONENT 3.1: Identify and Engage Education and Training Partners

The education and training for a complete
career pathways program may require HOW TO:
multiple educational, service, and/or Determine the Strengths of Potential
community-based organizations. In an Training Partners by Asking About...
effort to avoid duplication, the career
pathways team should identify all potential Courses and curriculum offered;
education, training and service partners
Dual enrollment options;
within the teams service area including
secondary education. It is especially Credentials offered upon completion;
important, whenever feasible, to coordinate Credentials and experience of faculty;
opportunities for dual enrollment between
Organization(s) that oversee, certify,
secondary and postsecondary education.
or approve of the training;
Dual enrollment or dual credit allows
secondary students to enroll in courses at Funding capacity and budget;
institutions of higher education and earn Curriculum alignment with industry
both high school and postsecondary credit recognized credentials; and
for completing a class. The intent of the
Placement rate and earnings of
program is two-fold: (1) to provide learners
graduates.
with opportunities for additional academic
challenge and rigor, and (2) to offer an
alternative educational setting that may
stimulate interest and result in accelerated
course completion options.
43
ELEMENT THREE
COMPONENT 3.2: Identify Target Populations, Entry Points

and Recruitment Strategies.
The leadership team should explore designing a marketing/outreach strategy
opportunities to recruit special populations that uses the contacts of partners and uses
which may include individuals lacking basic marketing tools that reach the targeted
or work readiness skills, individuals receiving population. For example, social media tools
public assistance, individuals with a disability, such as Facebook, Twitter and others are used
and individuals who are English language effectively for reaching younger targets.
learners. Career pathways programs are Learn about the target population
well suited to help these populations and
address their barriers and help them gain Collaborating with local community-
occupational skills that are in demand. based organizations can help the team
understand some of the characteristics and
corresponding needs required by these
CAREER PATHWAYS FYI: WIOA
populations. The more known about the
Definition of English Language Learner
client base, the better a career pathways
program will be able to address barriers and
Individual who has limited ability in
increase the potential for program success.
reading, writing, or comprehending
English language and Consider employability skills
(A) whose native language is a language Employability skills is a critical component
other than English; or to college and career readiness and requires
integration into career pathway curriculum
(B) who lives in a family or community
and experiences, especially for some
environment where a language
populations. Employability skills are general
other than English is the dominant
skills that most employers demand and
language.
typically fall into three broad categories:
CAREER PATHWAYS FYI: Americans with Applied Knowledgethe thoughtful
Disabilities Act Definition of an Individual integration of academic knowledge and
with a Disability technical skills, put to practical use in the
workplace;
An individual with a disability is a person Effective Relationshipsthe interpersonal
who has: skills and personal qualities that enable
1. A physical or mental impairment that
substantially limits one or more major HOW TO: Critical Information Needed
life activities; to Identify, Select, and Serve Targeted
2. A record of such an impairment; or Populations
3. Is regarded as having such an impairment. Economic status;

Residence and location;
Educational attainment;
Build a Pipeline English proficiency;
Recruitment strategies for special populations Literacy skills;
require the help of a widespread collaboration Work history;
of community organizations, especially Culture impacts; and
community-based groups that serve specific Special accommodations, if needed.
populations. The team should consider
44
ELEMENT THREE
individuals to interact effectively with match between learner readiness and a

clients, coworkers, and supervisors; and specific set of courses requires assessing
Workplace Skillsthe analytical and the learner. With multiple entry points, some
organizational skills and understandings learners may need basic skills to include
that employees need to successfully reading, math, and work readiness skills.
perform work tasks. Other learners may have good education
skills and enter the pathway at a higher level.
Multiple Program Entry Points Additional personal assessments such as
The career pathways system should provide drug/alcohol use and a criminal background
courses and experiences that allow learners check may be necessary for some programs
to begin from a point where he/she can of study.
succeed and build upon. To make the best
CAREER PATHWAYS FYI: Potential Community Organizations to Collaborate With
Minority-based, private, non-profits;

Refugee organizations;
Faith-based community organizations;
Veteran organizations;
Organizations serving individuals with disabilities;
Temporary Assistance for Needy Families (TANF) organizations;
Organizations serving dislocated workers; and
Youth-serving organizations.
PROMISING PRACTICE: Instituto del Progresso Latino
Staff members at Instituto del Progresso Latino in Chicago, Illinois, learned early on that
to keep their adult population engaged in learning they needed an innovative curriculum
approach. Contextualized basic skills courses allowed the Carreras En Salud program to
combine academic instruction with technical training for the healthcare industry. Institutos
curriculum developers observed the workplaces of their employer partners, specifically
looking at the duties, skills, and information required to perform jobs such as Certified
Nursing Assistant (CNA) and Licensed Practical Nurse (LPN). These observations led
to the production of a customized curriculum that met the needs of employers and had
embedded in it the basic academic skills instruction that learners needed. Institutos
success shows in its high retention rates (70% to 90% depending on the cohort) and
the average wage increases of their LPN program completers ($10 to $25 per hour).
Additionally, 88% of students complete their Vocational English Language Acquisition
(ELA)/Pre-CNA courses and 77% advance to the bridge portion of the program.
For more information please see: http://www.idpl.org/
45
ELEMENT THREE
COMPONENT 3.3: Review, Develop, or Modify Competency Models

with Employers and Develop and Validate Career Ladders/Lattices.
Competency Models ultimately the career pathways and career
An industry competency model is a collection lattices that provide the framework for career
of competencies, skills, and knowledge that advancement.
together define successful performance in The Competency Model Clearinghouse,
a particular industry or cluster of related developed by USDOL, provides tools and
occupations. Competency models articulate resources for building competency models
the business and industry requirements (from scratch or by modifying existing
that are essential components for the models) as well as developing career ladders/
development of curriculum, skill assessment lattices based on competency models. See
instruments, and certifications. Competency the resources in the Toolbox at the end of
models, as the basic building block, also this section for a link to Competency Model
facilitate the development of the courses and Clearinghouse resources.
HOW TO: Steps in Building Competency Models
Educator reviews the existing SMEs identify the most critical and
competency models in the database frequently performed tasks;
as a reference point with employer; SMEs identify the knowledge, skills, and
Employer identifies the critical work abilities it takes to perform tasks; and
functions or tasks in the workplace for Employer and educator validate
a specific job; competency model for the specific job.
Employer and educator engage Subject
Matter Experts (SMEs) currently
performing the job tasks;
Employers are crucial in developing particular sector. The team can ask local
competency models for selected occupations employers to validate a competency model
within their local and regional industry drawn from the database, and suggest
sectors. USDOL has compiled a database changes based on the unique requirements
of employer-approved competencies that for their businesses. The following example
can serve as a good starting point when depicts a competency model from Allied
developing a competency model for a Health.
46
ELEMENT THREE
Competency Model Clearinghouse (Career One-Stop): http://www.careeronestop.org/CompetencyModel/
In addition to validating an existing competency model, the employer and educator may
wish to conduct a job profiling or job analysis session in which they verify the knowledge,
skills, and abilities required to successfully perform critical work functions or tasks in the
workplace. This may provide more information on the specific skill sets required for the
employers work site. In general, competency models include foundational skills to include
personal effectiveness, academic competencies, workplace competencies, and industry-wide
competencies.
47
ELEMENT THREE
Once employers have informed and validated the opportunity for employment within a
the competencies related to the selected certain set of occupations associated with the
occupation, they may wish to continue career ladder.
the process for higher-level jobs in their
organization. Educators may now engage
employers in the next stepprogram CAREER PATHWAYS FYI: Career
development. Ladders/Career Lattices
Career ladders/lattices are a group

HOW TO: Critical Questions to Ask
of related jobs that may comprise a
Employers When Building Competency
career. They may include a pictorial
Models
representation of job progression in a
career and detailed descriptions of the
Which of these competencies are
jobs, education, and experiences that
needed for entry-level jobs?
facilitate movement between jobs.
Career ladders display only vertical
needed for each step in the career
movement between jobs.
progression?
Career lattices show both vertical and
Which competencies build upon
lateral movement between jobs and
each other and lead to the next step
may reflect more accurately todays
in the career progression?
complex career paths.
lacking within the current labor force Optimally, participants are able to enter
and need skill building opportunities and exit the career pathway ladder over the
for workers and job candidates? course of their careers, periodically stacking
or earning additional certificates and
credentials leading to positions of increased
Career Ladders and Lattices responsibility and higher wages. An example
of the career ladder for a Registered Nurse
At the heart of effective career pathways (RN) appears on the following page. To learn
programs are career ladders and lattices how to create these visuals, see the Toolbox
that describe the passageways by which at the end of this section.
individuals can ascend from entry-
level jobs to higher-level jobs within an
occupational area. Career ladders/lattices
often coincide with the previous step in
developing competency models. Using these
competency models, educational institutions
design incremental training modules as a
sequence of courses leading to industry-
recognized credentials or certificates. Often,
these credentials are added together
sometimes called stackedso that they
progressively lead to a diploma or degree.
Participants may complete one or more
certificate/credential programs, all linked
together within the career ladder. In general,
each rung on the ladder (often marked by
an earned certificate or credential) leads to
48
ELEMENT THREE
Example of Career Lattice for Registered Nurses
HOW TO: Questions to Confirm That Programs Align With Industry Skill Needs
Are the competency lists accurate and/or have they changed recently?
Are the skills still critical for the occupation and are there job vacancies in the
occupation?
Does the progression of courses and learning experience match learning on the job and
make sense within the industry?
Are the ladder and the curriculum complete, accurate, and up to date, with the right
skills?
Do the learning labs match equipment and processes within the industry?
Are the credentials and certificates accurate and reflective of industry standards?
49
ELEMENT THREE
Career Pathways Roadmap: Accounting/Bookkeeping

Another example of a career pathways roadmap for a profession from Portland Community
College in Oregon is provided below:
Portland Community College - Entrance Considerations

Admission to the College Tuition & Fees
EMPLOYMENT
Prerequisites: Math 20, Writing 115, Reading 115
Location: PCC Cascade, PCC Rock Creek, PCC Sylvania Account Collector
Billing Clerk
Credit Authorizer
PCC - Career Pathways Certificate Information Clerk
Entry-Level Accounting Clerk Loan Interviewer
Office Worker
Office Clerk
PCC - Less-Than-One-Year Certificate Payroll Clerk
Accelerated Accounting Teller
EMPLOYMENT
PCC - One-Year Certificate Executive Assistant

Accounting Clerk Bookkeeping Clerk
Brokerage Clerk
PCC - Associate of Applied Science Degree

EMPLOYMENT
Accounting
Business Operations
Specialist
Mgr. of Admin.
Support Workers
New Accounts Clerk
Tax Preparer
RELATED BACHELOR ARTICULATED
DEGREE OPTIONS BACHELOR DEGREE
TRANSFER OPTIONS
There are opportunities
for educational Articulation agreements
advancement. Some between PCC and
credits may transfer. institutions offering
related Bachelors
PCC Career-Technical degrees are listed on the
Transfer Agreements PCC Career-Technical
Transfer Agreements
PCC University
Transfer Resources
Oregon University
System
Career Options
Map of Postsecondary
Institutions in Oregon
Portland Community College. Road Map: Accounting/Bookkeeping.
50
ELEMENT THREE
Component 3.4: Develop or Modify Programs with Industry

Recognized and/or Postsecondary Credentials.
Constantly Check in with Employers
Continued guidance from employers during A credential attests to a specific qualification
the design process is necessary to confirm or competence. Third party organizations
the courses and programs will meet the skill with relevant authority or jurisdiction,
needs of local/regional industry sectors. (accredited educational institution, an
Types of Credentials and Definitions industry association, or an occupational or
professional association), award credentials
Many different agencies, organizations, and to individuals. One important source of
industry associations award credentials. information on credentials is the Career One
Understanding the different characteristics Stops certification database. The resource
of each type of credential and the door- section has more information about finding
ways they provide to those who earn them is and learning about credentials.
important.
CAREER PATHWAYS FYI: Recognized Postsecondary Credential
The term recognized postsecondary credential means a credential consisting of

an industry-recognized certificate or certification, a certificate of completion of an
apprenticeship, a license recognized by the State involved or Federal Government, or an
associate or baccalaureate degree.
Postsecondary credentials are extremely have the prerequisite skills without returning
critical when they are a prerequisite to to a postsecondary education agency in the
licensure. Many occupations require a United States. The text box on the following
postsecondary credential from an accredited page is an example of how Maryland reached
body before an individual can take an exam out to immigrants living in the United States
leading to licensure. This can be especially to assist them on the pathway to licensure in
difficult when the licensure body requires this country.
the credential to be from a postsecondary
school in the United States. Many foreign
educated workers cannot demonstrate they
51
ELEMENT THREE
PROMISING PRACTICE: Welcome Back Center of Suburban Maryland
The Welcome Back Center of Suburban Maryland is an innovative model that builds
on the personal and professional assets of immigrants living in the United States to:
further address health professional shortages; diversify the health workforce; provide
economic opportunities to underutilized individuals as they return to work in the health
field; and enhance health outcomes of the entire community. In 2006, the Latino Health
Initiative (Montgomery County Department of Health and Human Services) launched
the Foreign-Trained Health Professionals Program to facilitate the Maryland health
professions licensure process. In 2010, this program became the Welcome Back Center
of Suburban Maryland, one of several centers comprising the national Welcome Back
Initiative network. The center provides a comprehensive, integrated, and coordinated
approach to effectively address the needs and decrease the challenges and barriers
foreign-trained health professionals encounter in Maryland in obtaining their licenses.
Partners include an array of state and local organizations and employers, including the
Montgomery Works One-Stop Career Centers, the Maryland Hospital Association; the
Governors Workforce Investment Board; Montgomery College; the County Department
of Economic Development; and Holy Cross, Shady Grove, and Washington Adventist
hospitals.
The Center uses a successful model of services that provides:
Guidance and support, including individualized case management;
Academic training, including English as a Second Language instruction and board
exam preparation;
On-the-job exposure to the U.S. healthcare system and mentoring at Maryland
hospitals and other healthcare facilities;
Pre-employment services for health-related jobs, career development support, and
job-readiness training; and
Leadership development for culturally competent leaders.
52
ELEMENT THREE
Types of Career Pathways Related Credentials
EDUCATIONAL AWARD CERTIFICATION/PERSONNEL CERTIFICATION
CERTIFICATE: A formal award certifying the A certification indicates that the individual has
satisfactory completion of a postsecondary acquired the necessary attributes (based on a
education program. formal study) to perform a specific occupation
or skill. Personnel certifications are granted by
DEGREE: An award conferred by a college,
university, or other postsecondary education a third party non-governmental agency (usually
institution as official recognition of the an industry association or industries) and are
successful completion of a program of study. time limited. The certification process requires
an examination process that the individual
DIPLOMA: An award signifiying the completion
has mastered the required industry standards
of a course of study.
and may be renewed through a recertification
process or rescinded for ethical violations and/
or incompetence.
APPRENTICESHIP CERTIFICATE LICENSE/OCCUPATIONAL LICENSE
An award certifying the completion of an An occupational license is typically granted

apprenticeship program. USDOL or a state by a Federal, state, or local government agency;
apprenticeship agency issues apprenticeship is mandatory in the relevant jurisdiction; is
certificates. The apprenticeship system offers intended to set professional standards and
two types of credentials: 1) certificate of ensure safety and quality of work; is required in
completion of an apprenticeship program, addition to other credentials; is defined by laws
and 2) interim credentials such as pre- and regulations; and is time-limited. Violation of
apprenticeship. the terms of the license can result in legal action.
INDUSTRY-RECOGNIZED CREDENTIALS
These are either developed or endorsed by a nationally recognized industry association or

organization and are sought or accepted by companies within the industry sector for purposes
of hiring or recruitment. Having credentials be industry-recognized ensures potential employers
that holders of the credential have the core competencies needed by employers for industry jobs.
USDOL certification finder: www.careeronestop.org/businesscenter/certifications/certification-
finder.aspx
STACKABLE CREDENTIAL
A part of a sequence of credentials that can be accumulated over time to build up an individuals
qualifications typically, stackable credentials help individuals move up a career ladder or along a
career pathway to different and potentially higher-paying jobs.
PORTABLE CREDENTIAL
This credential is recognized and accepted as verifying the qualifications of an individual in other
settingseither in other geographic areas, at other educational institutions, or by other industries
or employing companies.
USDOL Guidance Letter (TEGL-15-10) published December 15, 2010
53
ELEMENT THREE
COMPONENT 3.5: Analyze the States and Regions Education

and Training Resources and Response Capability.
A survey or review of the available education materials available?
and training resources that currently exist will Do instructors have appropriate
expedite identifying what will be required to credentials?
meet employer needs.
Is there appropriate equipment for hands
Identify the Gaps in Training Resources on instruction?
Do adequate training facilities (classrooms Are training slots available for occupations
and lab space) exist? requiring a specific number of supervised
Are there adequate and appropriate hours on the job prior to licensure,
educational staff to advise, counsel, e.g., clinicals for Registered Nurse and
and tutor? supervised practicum for Psychologist?
Are there employer work-based learning Are there adequate supplies, books,
sites, training spaces, equipment, and e-learning options, and tools available?
COMPONENT 3.6: Research and Promote Work-based Learning

Opportunities within Business and Industry.
Work-based learning may be the oldest type ropes). There are many different types of
of formal learning. Experienced workers work-based learning opportunities that will
frequently demonstrate appropriate work be featured here.
tasks for new employees (show them the
CAREER PATHWAYS FYI: WIOA Definition of On-the-Job Training
ON-THE-JOB TRAININGtraining by an employer that is provided to a paid participant

while engaged in productive work in a job that
(A) provides knowledge or skills essential to the full and adequate performance of the job;
(B) is made available through a program that provides reimbursement to the employer
of up to 50 percent of the wage rate of the participant, except as provided in section
134(c)(3)(H), for the extraordinary costs of providing the training and additional
supervision related to the training; and
(C) is limited in duration as appropriate to the occupation for which the participant is
being trained, taking into account the content of the training, the prior wor experience
of the participant, and the service strategy of the participant, as appropriate.
On-the-Job Training (OJT) while defined job by doing the job. Usually the learner
specifically in WIOA for program participants, is under the supervision of an experienced
it also generally refers to any type of learning, employee or supervisor. Formal OJT indicates
both formally structured or informally, that the learner is following a curriculum or
whereby a learner or entry-level employee lesson plan with steps/levels of learning and
learns the knowledge and tasks of a specific with recognized points of success.
54
ELEMENT THREE
Registered Apprenticeship is a formalized employer or group of employers must pay for

and highly structured system of learning a significant share of the cost of the training.
that is a combination of on-the-job training Customized training: Customized training is
and related classroom instruction in which designed to meet the special requirements
workers learn the practical and theoretical of an employer or group of employers,
aspects of a highly skilled occupation. It is conducted with a commitment by the
an educational process that is overseen by a employer to employ all individuals upon
regulatory or certification organization and successful completion of training. The
has been approved by the organization or employer must pay for a significant share of
the State/Federal government. Employers the cost of the training.
and labor groups, individual employers, and/
or employer associations jointly sponsor Transitional jobs: Transitional jobs are time-
apprenticeship programs. The process is limited work experiences that are subsidized
most often operated under the USDOL/ETA, for individuals with barriers to employment
Office of Apprenticeship (OA) that registers who are chronically unemployed or have an
apprenticeship programs and apprentices. inconsistent work history. These jobs may be
in the public, private, or non-profit sectors.
Pre-apprenticeship programs: Pre- Transitional jobs can be effective solutions for
apprenticeship programs are designed to individuals to gain necessary work experience
prepare individuals to enter and succeed in that they would otherwise not be able to get
Registered Apprenticeship programs. These through training or an OJT contract.
programs have a documented partnership
with at least one Registered Apprenticeship Job shadowing: Job shadowing is an initial
program sponsor and together, they experience where the individual follows a
expand the participants career pathway regular employee through a day to gather
opportunities with industry-based training information on the job and the work setting.
coupled with classroom instruction. Pre- It is typically unpaid and is a good way to
apprenticeship programs are intended to expose individuals including youth to various
explore occupational opportunities while occupations.
bridging the gap of an individuals basic skills Youth mentoring: Youth mentoring, as
(including English language learners) leading defined in WIOA, must last at least 12 months
up to an opportunity to enter an apprentice and defines the mentoring relationship. It
occupation. must be provided by an adult other than
Internships and paid/unpaid work the WIOA youth participants assigned case
experience: Internships may be either paid manager since mentoring is above and
or unpaid and provide a learning experience beyond typical case management services.
where the individual works on real job Mentoring may take many forms, but at a
tasks. They are often of short duration and minimum must include a youth participant
an individual may move around within an matched with an individual adult mentor
organization trying different tasks. other than the participants case manager.
Incumbent worker training: Incumbent Mentoring: Mentoring is a more complex

worker is designed to meet the special relationship between an individual and an
requirements of an employer (including experienced employee. The mentor observes
a group of employers) to retain a skilled the mentees performance and will routinely
workforce or avert the need to lay off comment on it and make suggestions, teach,
employees by assisting the workers in or give constructive feedback.
obtaining the skills necessary to retain
employment. In accordance with WIOA, the
55
ELEMENT THREE
PROMISING PRACTICE: Apprenticeship in South Carolina
South Carolina took a comprehensive approach to expanding Registered Apprenticeships

in the state. By offering employers a modest $1,000 tax credit per apprentice and
establishing Apprenticeship Carolina, an apprenticeships marketing and employer
assistance office within the state technical college system, South Carolina has made
it easier for employers to design and launch apprenticeship programs tailored to their
companies needs. For more information please see: http://www.apprenticeshipcarolina.
com/
56
ELEMENT THREE
COMPONENT 3.7: Develop Accelerated, Contextualized Learning

Strategies.
Career pathways programs offer a clear barriers such as childcare, transportation,
sequence of education coursework and/or and/or housing may exist. The accumulation
training credentials aligned with employer- of barriers makes these populations more
validated work readiness standards and at risk of failing to complete their training
competencies. Education and training programs that are necessary for them to
programs are structured with enough acquire jobs where they can earn family
flexibility in design to meet the needs of sustaining wages.
working learners and non-traditional students. The use of bridge programs is a powerful
WIOA encourages integrated education and and effective strategy to overcome multiple
employment opportunities to build upon barriers. Bridge programs serve to build
adults, youth, and non-traditional students the foundation skills of individuals whose
transferable skills and workforce readiness. academic skills do not meet the minimum
Bridge Programs: It can be difficult to train requirements of a degree or certificate
and employ individuals with multipe barriers program. Bridge programs allow learners
to employment, such as insufficient education to start from their current skill level and
and/or work experience, limited English provide them with the extra instructional
proficiency, low-level academic skills, and/or time to develop the basic skills they need to
lack of work readiness skills. In addition, other begin the training program. In some states,
CAREER PATHWAYS FYI: WIOA Definition of Integrated Education & Training
The term integrated education and The articulated career pathway should
training means a service approach that include short-, moderate-, and long-
provides adult education and literacy term training and education programs to
activities concurrently and contextually match the availability of different students
with workforce preparation activities and (especially working learners and those
workforce training for a specific occupation balancing adult responsibilities) and include
or occupational cluster for the purpose of multi-level employment opportunities at
educational and career advancement. different points of certificate or degree
attainment.
PROMISING PRACTICE: Washington State I-Best Program

In an effort to be more deliberate in adult literacy and job training, Washington State
college leaders developed a model that integrates Adult Basic Education with English
Language Acquisition (ELA) courses with technical training aligned to state career
pathways. Research shows that relatively few English language learners transition to
workforce training from basic skills courses. English language learners typically take
a patchwork of credit and non-credit courses, disconnected from industry-recognized
training and credentials. The state addressed this problem by developing the Integrated
Basic Education and Skills Training (I-BEST) program, pairing ELA and Adult Basic
Education instructors and professional-technical instructors who provide basic education
and workforce skill training concurrently. The I-BEST model provides a mechanism for
accelerating learning while simultaneously preparing students for work and higher-wage
positions contributing to Washington States economy. For more information see: http://
sbctc.edu/college/e_integratedbasiceducationandskillstraining.aspx
57
ELEMENT THREE
local adult education providers may offer sit through classes that teach skills they
pre-bridge classes to their students that already know. These programs give credit
contextualize their basic skill instruction for demonstrated prior learning. Results of
to the occupational language of a career administered skill assessments can be used
pathways program. Career pathways design to target and align skill remediation goals
and bridge program development often focus with career pipeline objectives. Offering
on specific populations. self-paced training curriculum in education
Targeted groups could include public and training programs is a good option
assistance recipients, English language for allowing working learners to accelerate
learners, veterans, individuals with a disability, their educational completion and degree
at-risk and disconnected youth, dislocated attainment.
workers, incumbent workers, ex-offenders, Contextualized: Research indicates that
or other uniquely defined groups. Typically, individuals (both adults and youth) learn
a common characteristic of each targeted best when the skills or knowledge are
population is that the individuals have low directly relevant to real work. Contextualized
skills and low educational attainment and instruction embeds traditional academic
are in need of a family sustaining wage. Of content (e.g. reading, writing, mathematics)
special concern are new immigrants who may within the content that is meaningful to
face a multitude of other challenges besides learners daily lives or interests. Information is
language, such as cultural differences. usually related to general workplace skills or
Progressive and Modularized: The education/ a specific field or trade. The most successful
training program is structured so that each examples are adult literacy courses that teach
course builds upon the next, with individuals reading, writing, or math within the context of
moving through competency sets, building an industry sector such as construction, allied
and attaining new skills as they go. Modules health, or service and hospitality.
are taught in manageable chunks so Contextualized instruction is also another
individuals with varying levels of proficiency opportunity to engage employer partners.
can accomplish them. A chunked curriculum Employers may be willing to provide
is one that has been broken down into smaller workplace-learning experiences such as job
units, each of which is stackable and linked to shadows, internships, and pre-apprenticeships
other modules in a series that culminates in to support learning within a work setting.
an industry-recognized credential. Making work a central context for learning will
Accelerated: Many adults may have attained, also help students attain work readiness skills.
through life experiences, some of the Multiple Entry/Exit Points: Individuals are
knowledge and skills required to achieve assessed so they may enter a program of
their career goals. Programs should maximize study at a level they can succeed at based
instruction time by ensuring they do not on their skill levels and personal situation.
PROMISING PRACTICE: NYBEST and Immigrant Bridge Programs
LaGuardia Community College has designed a college bridge program based off the
Washington State I-BEST program. The LaGuardia program is for low-literacy immigrants
to improve language and literacy that will allow for enrollment in degree and credential
programs. This program utilizes Adult Education funds.
The New York City Immigrant Bridge Program provides individualized career plans,
contextualized English for Speakers of Other Languages (ESOL), and job readiness
preparation for college-educated immigrants.
58
ELEMENT THREE
Some individuals will leave after attaining a English Language Acquisition Program:
certificate or diploma (e.g., Certified Nursing Many new immigrants and some Americans
Assistant) while others may continue their may not possess English language skills
education along a career pathway to acquire sufficient to benefit from occupational skills
higher-level skills (e.g., Licensed Practical training. In these instances, a unique teaching
Nurse or Licensed Registered Nurse). strategy is necessary to ensure these learners
have the opportunity to gain the skills
necessary to compete in Americas workforce
and earn a family sustaining wage.
CAREER PATHWAYS FYI: WIOA Definition of English Language Acquisition Program
The term English language acquisition program means a program of instruction

(A) designed to help eligible individuals who are English language learners achieve
competence in reading, writing, speaking, and comprehension of the English language;
and
(B) that leads to
(i) (I) attainment of a secondary school diploma or its recognized equivalent; and
(II) transition to postsecondary education and training; or
(ii) employment.
59
ELEMENT THREE
COMPONENT 3.8: Provide Flexible Delivery Methods.

A variety of individuals will be participating in coursework with limited summer offerings
the career pathways education and training does not meet the urgency that non-
programs. These include recent high school traditional students have to obtain a credential
graduates, high school dropouts, incumbent and find a job.
workers, dislocated workers, public assistance Flexibility in program offerings means more
recipients, adult learners, youth, part- than class schedules. It also includes e-learning
time workers, justice involved individuals, and work-based learning that allows students
individuals with a disability, English language to progress at their own speed based on their
learners, and recently returning veterans. Many abilities and time availability. Computer-based
of these individuals will be parents. The normal or web-based lessons allow the learner to
college and university schedulesemester study at times that fit their schedules.
PROMISING PRACTICE: Flexibility Means Access and Retention
Ensuring student success can be as simple as providing training programs that are flexible,
accessible, and offer certain support services. Owens Community College (OCC) located in Toledo,
Ohio, recognized early on that providing accelerated instruction in accessible locations would
increase enrollment and retention rates at the campus. In 2007, OCC opened up the Learning
Center at the Source, a One-Stop Career Center in downtown Toledo. Understanding the need
to quickly get low-skilled adults into the workforce, OCC created accelerated basic skills courses
that included two levels of remediation in one class. Accelerating the instruction and providing
the course in satellite locations allows OCC to provide instruction during the day, evenings, or
weekends, making the program more accessible to working adults and parents. Additionally, OCC
instituted enhanced support services coupled with modest scholarships for eligible adult students.
Students are assigned advisors who have smaller caseloads than most advisors on the campus,
and they are required to meet frequently to discuss their academic progress and address any
issues that might impact their participation in the training. Eligible students also receive a $150
scholarship for two semesters and are supported with direct access to financial aid, one-on-one
tutoring, and assistance with common barriers such as lack of transportation and childcare. For
more information please see: http://www.workingpoorfamilies.org/pdfs/Ohio_Stackable.pdf
Several useful strategies for flexible delivery methods:

Offer non-semester-based classes;
Offer classes in the evening and on weekends;
Offer alternative locations for training, including offerings at employers work site;
Offer credit for prior learning;
Provide flexibility around course completion when learners encounter unforeseen barriers;
Provide reasonable accommodations for an individual with a disability;
Develop alternative options such as web-based training for individuals who may lack easy
access to education and training facilities, but who can complete online coursework from
home computers; and
Develop mobile training sites for individuals in rural areas who may lack access to home
computers and/or broadband Internet connections.
60
ELEMENT THREE
COMPONENT 3.9: Provide Career Services, Case Management, and

Comprehensive Supportive Services.
Program design should include appropriate WIOA identifies these activities as career
services for populations that may not be able to services. WIOA career services are organized
participate in employment and training because into three categories:
of personal commitments such as childcare, 1. Basic Career Services - services made
food, and shelter. For some, attending training available to all participants of a one-stop
requires much more than academic support. delivery system.
Many individuals with a disability or other 2. Individualized Career Services - services
barriers to employment, including living in rural provided to program eligible participants
areas, need additional assistance in the form in order to succeed along a career
of transportation to attend training as well as pathway.
transportation to and from childcare. This should 3. Follow-up Career Services - services
be a part of their individual employment/career necessary to obtain and retain
plan. For others, tutoring may be necessary employment.
in order to keep pace with other learners. Many of the career services identified in
Customized services provide the special WIOA are provided by multiple partners and
guidance and support necessary to meet the are described in more detail in the following
unique needs of each individual and may require text box.
coordination with cross-agency partners.
CAREER PATHWAYS FYI: WIOA Career Services Includes
Basic Career Services (II) development of an individual

(i) eligibility determination; employment plan;
(ii) outreach, intake, orientation to services; (III) group counseling;
(iii) initial assessment; (IV) individual counseling;
(iv) labor exchange services; (V) career planning;
(v) referrals to and coordination of activities; (VI) short-term pre-vocational services;
(vi) provisions of workforce and labor market (VII) internships and work experience;
statistics; (VIII)workforce preparation activities;
(vii) provisions of performance information (IX) financial literacy services;
and program cost on eligible providers (X) out-of-area job search assistance,
of training; relocation assistance; and
(viii) information on local performance (XI) English language acquisition and
accountability measures; integrated education and training
(ix) availability of supportive services programs.
or assistance; (xii) Follow-Up Career Services
(x) information on filing claims for including counseling regarding the
Unemployment compensation; and workplace, for participants in workforce
(xi) information on applying for financial aid for investment activities authorized
training and education programs. under this subtitle who are placed in
(xiii) Individualized Career Services unsubsidized employment, for not less
services, if determined to be appropriate in than 12 months after the first day of the
order for an individual to obtain or retain employment, as appropriate.
employment, that consist of
(I) comprehensive assessment;
61
ELEMENT THREE
Case Management: is an overarching

process that may directly arrange for or CAREER PATHWAYS FYI: Case
Management Services May Include
provide services that allow a learner to
participate and complete a program of
study. Case management is more a process Conducting Assessments: Review
than a service and typically includes non- the participants strengths and assets,
instructional activities such as navigation to needs and challenges, interests and
and arrangements for academic, career or goals through a variety of assessments
personal counseling, financial aid, childcare, to include discovery as well as interest,
housing, and other financial assistance that skills, and aptitude assessments.
can be critical to the success and continued
Career Planning: Analyze the
engagement of the individual in pursuing
participants skills, interests, and other
their career pathway component. American
assessment results, examining current
Job Centers serve as an important case
labor market information, and help
management option throughout a career
develop an employment plan.
pathway trajectory; however, other agencies
such as educational institutions, community- Linking Customers to Supportive
based organizations, and faith-based Services: Coordinate access to other
organizations may serve this role. services that a customer may need
to achieve his or her employment
Although the case manager functions as the
objectives.
point person for managing and directing
services, the case manager may provide Job Matching, Placement, and Follow-
a service directly or refer the learner to Up: Review resume, help the participant
another service provider for a specific service. develop interviewing skills, or provide
Regardless of who provides the service, the links to job leads.
case manager is responsible for ensuring the
learner is receiving the necessary services
outlined in their career plan/individual
employment plan. The case manager The following diagram is a graphic depiction
monitors the learners progress through the of the case management process prepared by
career pathway experience and receives Mathematica Policy Research.
regular feedback from appropriate agency
staff and the learner.
A good example of the critical activities
that a case manager performs is available
in an Issues Brief prepared by Mathematica
Policy Research under a technical assistance
contract with USDOL/ETA.
62
ELEMENT THREE
Customers
Laird, Elizabeth and Holcomb, Pamela. Issue Brief - Effective Case Management: Key Elements and Practices from the
Field. Mathematica Policy Research, 2011.
63
ELEMENT THREE
Although case management is a universal in USDOLs Disability Employment Initiative.

term for directing and coordinating services The IRT brings together relevant public
to an individual, some providers use other and private service agencies on behalf of
terminology to describe the same process. the customer to coordinate services and
Common process terms used are case resources in a comprehensive manner. A
conferencing, integrated service teams, and good example of an IRT model is Minnesotas
integrated resource teams. For example, Disability Employment Initiative Grant
The Integrated Resource Team (IRT) model described in the following promising practice.
is effective in delivering coordinated services
PROMISING PRACTICE: Minnesota Disability Employment Initiative Grant
The Disability Employment Initiative to provide a holistic approach to the

(DEI) grant to Minnesotas Department of participants goals and has found that
Employment & Economic Development its DEI youth thrive with the use of the
has found utilizing the IRT strategy IRT. The success of the IRT model drove
extremely helpful in addressing the needs more IRTs to form, often initiated without
of their youth customers with disabilities. assistance from the Disability Resource
The IRT is a vehicle that is driven by the Coordinator, as an important tool in
customer- with-disabilitys specific needs resolving a particular youth challenge or to
drawing in additional service providers achieve a specific goal. MN has conducted
from across multiple systems. It explores more than 252 individual IRTs over a
at an individual level potential models for two-year period. The IRT approach can
system-wide partnering because it allows translate the Leadership Team Partnership
organizations to become knowledgeable process to the individual customer level to
about each other, such as staff contacts explore and implement career pathways
and resources and services that address that encompass a spectrum of WIOA and
specific challenges, while benefiting from non-WIOA partners and engage them
the formation of networks that engage intermittently as the individual passes
IRT members working with, and on behalf through various stages of their career
of, an individual youth with a disability. trajectory. Additional information on IRTs
In the case of DEI, IRT members may is available on Workforce3One, Disability
include vocational rehabilitation service and Employment Community of Practice:
counselors, teachers, school counselors, https://disability.workforce3one.org/page/
parents or other providers, depending tag/1001518061825599732 Information on
upon the needs and goals of their youth the Guideposts to Success is available at the
participants and their transition from National Collaborative on Workforce and
school to postsecondary education or Disability for Youth website: http://www.
work experience. MN uses the Guideposts ncwd-youth.info/guideposts
to Success in conjunction with their IRT
Regardless of the process for delivery purpose of providing training services,

of services, career services are provided agencies may wish to think of what career
by multiple agencies. The basic and services fall within career advisement,
individualized career services described academic support, and supportive services.
in WIOA are very comprehensive. For the
64
ELEMENT THREE
Career Advisement: This support consists

of providing career information, academic CAREER PATHWAYS FYI FOR YOUTH:
assessment, and career counseling; Individualized Learning Plans/Career Plans
developing a career plan/individual Definition for Quality ILPs developed by
the National Collaborative on Workforce
employment plan (selecting a career
& Disability for Youth (NCWD/Youth) and
pathway); and providing financial information its partners.
on the cost as well as identifying resources
that may be available to offset those costs.
A document consisting of: (a) course
Providing career information ensures that
taking and postsecondary plans aligned
individuals with limited knowledge of
to career goals; and (b) documentation
the labor force will receive appropriate
of the range of college and career
information to make an informed career
readiness skills that the student has
choice. An effective program design includes
developed.
an assessment of each individuals skills
(academic skills, soft or work readiness A process that enhances the relevance
skills, and technical skills), abilities, and of school and out-of-school learning
interests. It considers an individuals previous opportunities, and provides the
experience, current life situation, salary student access to career development
expectations, previous training, and degrees, opportunities that incorporate self-
diplomas, certificates, and/or credentials. exploration, career exploration, and
Career and academic assessment helps career planning and management skill-
individuals determine their current situation building activities.
and spells out the requirements of a career
plan/individual employment plan going
forward to meet an ultimate career goal. Academic Support Services: Services
Career planning will support an individuals designed specifically to retain participants
journey through the pathway, and provide in their selected career pathway. Individuals
roadmaps outlining the education, training, who are English language learners and/or
and credentials the learner must complete. who lack college readiness skills frequently
An educational institution or a case manager drop out of college, as the obstacles appear
at a private non-profit organization or at an overwhelming. Academic supports are
American Job Center may conduct career available to lessen the burden and arrange for
planning. tutoring or other services that may retain the
For youth, many states have required participant in their career pathway.
individualized learning plans (ILP) or career
plans. ILPs start with a student, working
with a school counselor, to identify their
career interests, personal strengths, and work
values. Schools that require an individualized
learning plan typically provide students with
access to computer-based interest and skill
inventories; however, tools similar to those
used by most schools are readily available for
free on the Internet. USDOL provides several
free career exploration tools in both paper
and computerized formats at:
http://www.careerinfonet.org/explore/.
65
ELEMENT THREE
CAREER PATHWAYS FYI: Academic CAREER PATHWAYS FYI: WIOA

Support Services May Include Definition of Supportive Services
Providing the opportunity to participate SUPPORTIVE SERVICES.The term

in groups called learning communities supportive services means services
or cohorts where they may interact with such as transportation, child care,
other students who share some of the dependent care, housing, and needs-
same challenges; related payments, that are necessary
Assisting in learning how to study to enable an individual to participate in
most effectively through workshops on activities authorized under this Act.
study skills, test strategies, note-taking
strategies, and time management;
Providing career-specific courses for
individuals needing language assistance;
Providing for or arranging for tutors;
Providing learning labs where one-on-
one computer-based tutoring may be
offered;
Providing dropout prevention strategies
and counseling to address barriers and
help improve student success; and
Providing special accomodations for an
individual with a disability such as an
increase in test-time or readers for
an individual who is blind.
Supportive Services: Services that alleviate

many of the obstacles that would lessen an
individuals ability to participate in a career
pathways program of study. Supportive
services provide the basic needs of food,
shelter, transportation, and childcare. In
addition to an individuals basic needs, the
need for financial literacy and digital literacy
are critical for a learner to participate in
training and/or employment.
66
ELEMENT THREE
Component 3.10: Provide Employment Assistance and Retention

Services.
Employment Assistance: Employment Partner organizations such as American Job
assistance is a final component of providing Centers or community-based organizations
support to participants and occurs following may provide the employment assistance
or near the end of training and education. in the career pathways collaboration.
WIOA identifies employment assistance The organization responsible for case
and retention services as the third and final management services should refer the
career service category. Its focus is on participant to the appropriate organization.
assisting participants to prepare to seek
employment, get a job, and to manage their Retention Services: Although getting a
careers after employment with the option job is an important goal, keeping a job
to engage in continuing education and is the ultimate goal. Retention services
career planning. Employment assistance may include job-keeping skills such as
may include job-seeking skills such as skills problem solving, following work direction,
identification, identifying the hidden job necessary communications with supervisor
market, cover letters, resume preparation, and coworkers, appropriate interpersonal
internet applications, interviewing techniques, relationships with supervisor and coworkers,
thank you letters, etc. Finally, providing and balancing work and family. For
continued career and education planning some populations, retention services
after placement can provide the participant may include a job coach or a mentor who
with options to move forward along a career can intervene at critical junctures of an
pathway. individuals employment. It can also be a job
accommodation for an individual with
a disability.
CAREER PATHWAYS FYI: Provide Employment Assistance
Employment assistance and retention may include

Workforce readiness preparation; e.g., resume writing, cover letters, job interviewing
skills, and soft skill training.
Pre-employment connections to the industry; e.g., internships, co-op programs, work/
study programs, work experience, and job shadowing.
Job search assistance; e.g., navigating job banks as well as techniques in searching the
hidden job market.
Job retention skills; e.g., taking direction, job appropriate behaviors, problem solving
techniques, and attendance.
Special accommodations; e.g., reading software for the blind, on-the-job coaching, and
workspace modifications.
67
ELEMENT THREE
ELEMENT THREE TOOLBOX

Team Tools Guideposts for Success. National
Employability Skills Framework. U.S. Collaborative on Workforce and Disability.
Department of Education. http://cte. http://www.ncwd-youth.info/guideposts
ed.gov/employabilityskills/index.php/ Road Map: Accounting/Bookkeeping.
framework/# Portland Community College.
Six Key Elements Readiness Assessment
Tool: (available in Section 2 of the Toolkit)

Competency Model Clearinghouse Laird, Elizabeth and Holcomb, Pamela
(Career One-Stop): http://www. (2011). Issue Brief - Effective Case
careeronestop.org/CompetencyModel/ Management: Key Elements and Practices
Derr, Michelle and Holcomb, Paula. Issue from the Field. Mathematica Policy
Brief: Employer Resource Networks - Research: http://www.mathematica-mpr.
Uniting Businesses And Public Partners to com/~/media/publications/PDFs/labor/
Improve Job Retention and Advancement case_management_brief.pdf
for Low-Wage Workers. Mathematica Prince, David and Jenkins, Davis. Building
Policy Research, June 2010. Commissioned Pathways to Success for Low-Skill Adult
by U.S. Department of Labor. http:// Students: Lessons for Community College
www.mathematica-mpr.com/~/media/ Policy and Practice from a Longitudinal
publications/pdfs/labor/wired_brief1.pdf Student Tracking Study. Community
Gash, Alison and Mack, Melissa. Issue Brief: College Research Center, Teachers
Career Ladders for the Hard to Employ. College, Columbia University, April 2005.
Social Policy Research Associates, http://ccrc.tc.columbia.edu/publications/
September 2010. Commissioned by the low-skill-adults-policy.html
U.S. Department of Labor. http://www. Shared Vision, Strong Systems: The
careerladdersproject.org/docs/Issue%20 Alliance for Quality Career Pathways
Brief.pdf Framework Version 1.0. Center for Law
I-Best: Integrated Basic Education and and Social Policy. June 2014. http://www.
Skills Training. Washington State Board clasp.org/resources-and-publications/
for Community & Technical Colleges. files/aqcp-framework-version-1-0/AQCP-
http://www.sbctc.ctc.edu/college/e_ Framework.pdf
integratedbasiceducationandskillstraining. Zacker, Heather B. Creating Career
aspx Pathways for Frontline Health Care
Ohio Stackable Certificate: Models Workers. Jobs for the Future, January 2011.
for Success. Community Research http://www.jff.org/publications/creating-
Partners, February 2008. http://www. career-pathways-frontline-health-care-
workingpoorfamilies.org/pdfs/Ohio_ workers
Stackable.pdf For more information on credentials
please see: http://www.careeronestop.
org/EducationTraining/KeepLearning/
GetCredentials.aspx
68
ELEMENT THREE
For more information on credentials

please see: http://www.careeronestop.
org/EducationTraining/KeepLearning/
GetCredentials.aspx
Extended definitions of credentials are
found in Attachment 2 of TEGL 15-10,
the Credential Resource Guide (p. 2-5).
http://wdr.doleta.gov/directives/attach/
TEGL15-10a2.pdf)
For more information on apprenticeships
please see: http://www.doleta.gov/OA/
For more information on and an example
of contextualized learning please see:
Klein-Collins, Rebecca, Building Blocks
for Building Skills: An Inventory of
Adult Learning Models and Innovations
(2006): http://www.cael.org/pdfs/
buildingblocksforbuildingskills
69
ELEMENT FOUR
IDENTIFY FUNDING
NEEDS AND SOURCES
Necessary resources are raised and/
or leveraged to develop, operate, and
sustain the career pathways system
and programs.

Identify the costs associated with system and program
development and operations.
Identify sources of funding available from partner
agencies and related public and private resources and
secure funding.
Develop long-term sustainability plan with state or
local partners.
70
ELEMENT FOUR
IDENTIFY FUNDING NEEDS AND SOURCES
A primary function of the career pathways Once funding needs and sources have been
leadership team involves identifying funding identified and agency commitments are
sources to support the collaborative work. made, the leadership team can work together
A cross-agency leadership team will be to secure and commit the available funds.
knowledgeable of even non-traditional The team may wish to designate a specific
funding streams that may be incorporated state agency to coordinate this effort. For
such as the flexible revenue streams from any unmet needs, the leadership team
the Ticket to Work program. Many American members may want to research potential
Job Centers are now Employment Networks funding from other agencies to include
for the Ticket to Work program and can private and philanthropic organizations to
support career services and accommodations support the development and maintenance
to individuals with disabilities. Each of system functions and program design as
agency partner is knowledgeable of the well as implementation and operations. The
allowable activities of their funder and can leadership team members should also identify
identify resources to apply to system and the measures for Return on Investment (ROI)
program operations. By braiding funding outcomes. ROI is an important consideration
across agencies, any gaps in funding can of all agencies contributing funds and a
be identified and the partnership can work process for communicating the ROI is critical.
together to seek additional resources. Information on how to plan for, measure,
This process is complex and requires true and communicate ROI can be found in
commitment from agency leaders. Element Six: Measure System Change and
Performance.
CAREER PATHWAYS FYI: Braided Funding
A funding and resource allocation strategy

that taps into existing categorical funding
streams and uses them to support unified
initiatives in as flexible and integrated
a manner as possible. Braided funding
streams remain visible. Each public funder
maintains responsibility for tracking
and is accountable for its funds.
71
ELEMENT FOUR
COMPONENT 4.1: Identify System, Program Development,

and Participant Costs.
As a first step, leadership team members Although some of the system costs are
should assess the costs associated with one time costs associated with building the
system development and maintenance, system, many are ongoing to sustain the
program development and operations, and system. The leadership team can identify the
participant cost. ongoing system maintenance cost incurred in
supporting broad-based system enhancement
and operations by carrying out the activities
in the text box on the following page.
Program Development Costs

There are many activities associated with
developing and implementing education and
training programs. A brief list of high-level
costs associated with some of these activities
is shown in a text box on the following page.
The career pathways programs will continue
to evolve to keep up with the changing
demands of business for new skills and
competencies. Therefore, program costs will
continue to require new development costs
as well as operational costs.
Participant Costs
A team may also want to look at offsetting
System Costs
participant training fees and other direct
System development and maintenance costs customer costs through public or private
include those required to create, operate, and sources. The leadership team identifies
sustain the career pathways system. While sources to cover some of the direct training
costs associated with running education and costs such as: student aid programs
training programs may be obvious, those (including Pell grants, Ability to Benefit
associated with coordinating cross-agency grants, and state grant programs); WIOA
functions (including wrap-around supportive funding; employer-paid tuition reimbursement
services) and overall system development programs; and/or scholarships. The team
and maintenance may be overlooked. can explore other direct customer costs
considerations such as WIOA Title I and
IV, TANF, and Trade Adjustment Act/
Trade Readjusment Allowances and SNAP
Employment and Training.
72
ELEMENT FOUR
HOW TO: Determine Start-Up System Costs
Recruit and engage cross-agency partners to form the leadership team;

Staff a lead state agency or intermediary to coordinate system development;
Prepare leadership team meeting agendas and minutes, etc.;
Participate in leadership meetings to include preparation, attendance, and follow up;
Develop MOUs between state and local agencies to solidify partnerships;
Conduct initial labor market analysis;
Conduct state and regional asset mapping;
Create state and local level policies that encourage and support career pathways
development;
Incorporate state and local policies into the state/local unified/combined plan;
Build participant reporting systems to track outcomes in a career pathway program
across programs;
Build financial reporting systems to track expenditures across agencies;
Create an agreed upon system of evaluation to determine the return on investment of
the system;
Implement a marketing strategy to engage local participation in career pathways
systems and programs;
Prepare request for alternative funding to foundations and private, for-, and non-profit
organizations; and
Educate state and local legislators on career pathways and seek potential funding for
system cost.
HOW TO: Determine System Maintenance Costs
Support operational functions for coordinating state/local teams, including ongoing

funding for a lead agency or intermediary;
Continue to identify and engage additional partners (local agencies, labor
organizations, employers, foundations) as needed to serve on the leadership team;
Identify, recruit, and engage additional local partners to participate in local career
pathways teams;
Continue to revisit and revise MOUs;
Educate agencies within the system and people within the community about career
pathways;
Conduct ongoing state and regional labor market analyses;
Conduct ongoing state and regional asset mapping;
Revisit policies to support effective system operations;
Educate legislators of system outcomes and program alignment changes; and
Maintain, analyze and utilize reporting systems and measures for career pathways
system improvement.
73
ELEMENT FOUR
HOW TO: Determine Program Development Costs
Operate programs (personnel, facilities, equipment, materials, and supplies);

Identify areas of overlap, which may be leveraged between programs
(career pathways and programs of study) for greater efficiency and savings;
Develop contextualized curriculum aligned with industry-validated competency
models;
Sequence course work into modules or chunks that lead to industry-recognized
certificates, and that can be stacked towards earning progressively higher degrees;
Revise instructional formats for accelerated learning and contextualized training content;
Revise MOUs with employers, as necessary;
Coordinate ongoing employer vetting of curriculum;
Ensure career ladders lead to industry-recognized credentials;
Determine employer contributions (equipment donations, use of facilities for training,
and/or scholarships for incumbent workers);
Develop new avenues for earning credit for work that was previously non-credit-
bearing, as well as credit for prior learning;
Develop outcome measures and methods for evaluating program effectiveness;
Provide ongoing cross-system professional development for staff members;
Collect and analyze data to track program outcomes and support program
improvement; and
Promote career pathways programs in secondary and postsecondary education
systems as well as career guidance counselors in education and employment and
training systems.
HOW TO: Participant Cost Considerations
Tuition, fees, books, and supplies (training-related tools and equipment);

Assessment services;
Academic support and tutoring;
Career counseling, advising, and planning;
Case management and coaching (including navigation of financial aid options,
educational programs, and supportive services);
Mentoring for youth and adults;
Work experience and internships;
Supportive services (transportation, childcare, uniforms, living expenses while
attending training, etc.);
Placement and retention services (job referrals, job seeking skill techniques,
job coach, etc.);
Assistive Technology (AT) and other accommodation requirements; and
Financial literacy and asset development counseling.
74
ELEMENT FOUR
COMPONENT 4.2: Identify Sources of Funding from Partner Agencies

and Related Public and Private Resources and Secure Funding.
Once costs have been determined, state to each of the components of the career
and local partners can work together to pathways system. The leveraged resources
determine the appropriateness of funds that are committed and the team determines
are allowable to fund specific activities. For resource gaps and seeks additional funding
example, one partner may contribute funds to fill the gaps. In order to aid the leadership
covering outreach and recruitment; another team in this exercise, a worksheet developed
may support client services and counseling by CLASP, A Federal Funding Toolkit for
while additional partners may use their funds State and Local/Regional Career Pathway
for curriculum development, instruction, and Partnerships, is included in Section Two of
training costs. The leadership team will seek this Toolkit (http://www.clasp.org/resources-
funding from a variety of sources but will first and-publications/funding-career-pathways-
engage the core partners outlined in WIOA a-Federal-funding-Toolkit-for-state-and-
(see Element One). The leadership team localregional-career-pathway-partnerships).
invites the WIOA core partners and other
partner agenices to identify funds to apply
PROMISING PRACTICE: California Career Pathways Trust
The California Career Pathways Trust (CCPT) grant is a unique and highly competitive program that
builds on the creation of partnerships between K12 schools, community colleges, and businesses
to identify local and regional employer needs for the present and the future. These partnership
consortia then develop career pathways that connect the K-12 programs and community college
programs to the business community through a variety of work-based learning activities such
as job shadowing, apprenticeships, and, ultimately, employment. Once a student has an idea of
the type of career they are interested in, the career pathway is the roadmap or plan that shows
the students and parents what courses they need to take at both the high school and the college
level, to prepare them for success in college and career. Through work-based learning, business
participation and industry sector specific curriculum, these school programs have much more
relevance to the students participating in them, which also better prepares these students for
participation in the 21st century workplace. These programs lead students to two-year degrees,
certificates, or four-year degrees that prepare them for highly skilled jobs in growing industries.
The development of the applications and the process was a joint effort between the California
Department of Education, the California Community College System and the California Workforce
Investment board. The initial grant, awarded in 2014 through AB 86, was for a total of $250
million. 123 applications were received. The funding was divided up among 39 applicants with
awards ranging from $600,000 to $15 million dollars. Based on the success and demand for the
first round of funding, the legislature added another round of funding for 2015. This years grant
is for an additional $250 million for partnership and career pathway creation. The grant has
reporting requirements until 2018. A new and exciting portion of the Trust funding will be the
availability of Consortium Development Grants. The purpose of these smaller CCPT Consortium
Development Grants is to assist interested groups in examining the feasibility of creating local and
regional consortia in their areas. During the first year the funding is to be used to bring groups
together to discuss and explore local workforce issues and how the creation of career pathways
can help address these shortages. The funding for the second year is to be used to start the work
of implementing one or more career pathways. For more information: http://www.cde.ca.gov/ci/
ct/pt/
75
ELEMENT FOUR
To secure the funding sources, the team non-profit organizations whose mission aligns
signs a MOU to commit funds to the with the goal of helping participants acquire
appropriate components of the system. The the necessary skills and credentials to obtain
state agencies who are the recipients of employment in an in-demand industry at a
the Federal core partners resources, and living wage with the opportunity for upward
any additional agency partner program mobility.
resources can assist local career pathways In addition, the leadership team should reach
teams in identifying their program providers out to industry associations, unions, and local
at the local level that may be able to commit businesses that may have funds to contribute
resources to their local teams. WIOA to training workers.
partner staff can also facilitate formation
of Integrated Resource Teams to tap into For a list of funding sources that may be
diverse program resources or services around used to support career pathways systems,
the individual customer. After considering see Funding Career Pathways and Career
all potential public agency funding, the Pathway Bridges: A Federal Policy Toolkit for
leadership team should consider researching States.
private foundations and/or other private
PROMISING PRACTICE: The FuturePhiladelphia
Engaging employers and understanding future workforce trends at the start of an initiative
is crucial to developing effective career pathways systems that serve employers and workers
alike. Too often relationships with employers are sought at the end of partnership or program
development, leading to insufficient outcomes for both employers and students. In Pennsylvania,
a group of employers partnered with local and national healthcare unions to develop the
Philadelphia-based 1199C Training and Upgrading Fund (TUF) as a way to meet the needs of
employers while expanding and connecting educational supports for low-skilled adults. The TUF
is an alliance of 55 employers who make monthly contributions (1.5% of gross payroll) to the
fund. The fund paid for the development of a new healthcare education and training school, and
remaining funds subsidize education and training for union members and individuals in the broader
community who are pursuing health careers in Philadelphia. TUF has helped union and community
members acquire new skills, which supports employee retention and helps low-skilled adults enter
career pathways to higher earning potential. It also meets the demands of its employer base by
regularly updating training to address new work requirements and other changes in the industry.
Members of the leadership team meet regularly with employers, conduct focus groups to evaluate
program design, and host symposiums focused on emerging trends in the healthcare field. The
initiative has received recognition from the U.S. Secretaries of Labor and Education for paying
attention to the interplay of employer and workforce needs.
76
ELEMENT FOUR
COMPONENT 4.3: Develop Long-Term Sustainability Plan with State/

Local/Regional Partners.
The career pathways system should be The leadership team should develop a
the result of comprehensive and inclusive business plan that documents revenue
planning, including external and internal and expenses to continue the operation
stakeholders. This planning process provides and improvement of the career pathways
an avenue for identifying and securing system over a long period. It should clearly
necessary sustainable resources. define potential funding sources and assign
responsibility for the obtainment of each
source.
CAREER PATHWAYS FYI: The long-term sustainability plan should build upon the initial
funding plan and consider
Replacement of start-up funds from foundation donors for system building;

Further state system integration to track participant outcomes to include interface
with states wage detail system and educational outcome data;
Collection, analysis, storage, and evaluation of outcome data for continuous
improvement;
Future tuition and fees, including potential increases in amount and the effect on
learner participation;
Upgrading and/or replacement of equipment;
Potential new industry partners;
WIOA formula funds Title 1B adult, youth, dislocated worker;
Operational savings; and
Grants and private foundation donations.
77
ELEMENT FOUR
ELEMENT FOUR TOOLBOX

Team Tools
See Section TwoTeam Tool How-to Guide Six Key Elements Action Planning Tool:
for facilitator instructions for each of the https://learnwork.workforce3one.org/
following tools: view/2001120642119875739/info
Six Key Elements Graphic Framework: Service Mapping Tools: https://
https://learnwork.workforce3one.org/ learnwork.workforce3one.org/
view/2001120641504542734/info view/2001120642445820802/i
Tool (available in Section 2 of the Toolkit)

Braided Funding Toolkit, Jobs for the Larsen, Chandra and Henriksen, Denise.
Future, 2014. http://application.jff.org/ Leveraging Funding Opportunities for
braided_funding_Toolkit/ Disadvantaged Populations: Strategies and
Dollars and Sense: Using Federal Sources. Social Policy Research Associates,
Resources to Fund Career Pathways September 2010. Commissioned by
and Bridges, Center for Law and Social the U.S. Department of Labor. http://
Policy, November 2010 http://www. www.mathematica-mpr.com/~/media/
clasp.org/resources-and-publications/ publications/pdfs/labor/wired_brief2.pdf
webinar- dollars-and-sense-using-Federal-
resources-to-fund-career-pathways-and-
bridges
Funding Career Pathways and Career
Pathway Bridges: A Federal Policy Toolkit
for States, Center for Law and Social
Policy, February 2015. http://www.clasp.
org/issues/postsecondary/pages/funding-
career-pathways-and-career-pathway-
bridges-a-Federal-funding-Toolkit-for-
states
78
ELEMENT FIVE
ALIGN POLICIES
AND PROGRAMS
State and local policies and
administrative reforms have been
revised to align with implementation
of a career pathways system.

Identify state and local policies necessary to implement
career pathways systems.
Identify and pursue needed reforms in state and local
policy.
Implement statutory and administrative procedures to
facilitate cross-agency collaboration.
79
ELEMENT FIVE
ALIGN POLICIES AND PROGRAMS
Aligning workforce development programs require legislative action.

is a function of the State Workforce At the Federal level, the WIOA legislation
Development Board. The leadership includes provisions that have lessened the
team, in tandem with the Workforce hurdles of Federal legislative alignment and
Development Board, may identify barriers have expanded opportunities for shared
to the implementation of the vision, goals, accountability. The new legislation can serve
and strategies of a career pathways system. as a policy tool to promote coordinated
The Board may review the structure within and effective services to individuals who
which the system operates. This structure are eligible for multiple funding streams or
made up of the laws, regulations, policies, programs.
and procedures associated with workforce
development, education and training, In addition to using the leverage of WIOA
social services, and economic development in aligning systems, programs, and policies,
programsmay require change in order to states have a great deal of influence in
implement a state career pathways system.
CAREER PATHWAYS FYI: WIOA
strengthens alignment by
CAREER PATHWAYS FYI: WIOA requires
states to align the following programs
Requiring common performance
accountability system for the core
Employment and training services for
programs;
adults, dislocated workers, and youth,
and Wagner-Peyser employment Requiring a unified state four-year plan
services administered by USDOL to include core programs;
through formula grants to states; Encouraging additional programs
Adult education and literacy programs to participate such as Temporary
and vocational rehabilitation state grant Assistance of Needy Families (TANF),
programs that assist individuals with SNAP Employment & Training (E&T),
disabilities in obtaining employment and Perkins Career & Technical
administered by USED; programs to develop a combined plan;
Programs for specific vulnerable Measuring the effectiveness of services
populations, including the Job to employers for the first time;
Corps, YouthBuild, Indian and Native Promoting alignment of the workforce
Americans, and Migrant and Seasonal development programs with regional
Farmworkers programs; and economic development strategies;
Programs administered by USED and Encouraging the use of sector strategies
USHHS. to engage business;
Promoting work-based training to
The success of the system will largely depend assure system is demand driven;
on partners identifying the relevant policies
Strengthening the role of State and local
that allow them to align the structure in
Workforce Development Boards and
support of their new vision. The leadership
requiring the development of career
team can change policies and procedures
pathway strategies; and
quite readily, while barriers such as state
statutes require legislative changes. Reinforcing the alignment with
Additional barriers regarding data tracking, Registered Apprenticeship for
data sharing, and electronic system alignment earn-and-learn opportunities.
may also require substantial investments that
80
ELEMENT FIVE
whether the programs in the state are job- Many states (e.g., California, Minnesota,
driven. Governors and State Workforce North Carolina, Oregon, and Washington)
Development Boards can set industry priority have formulated articulation agreements
areas based on labor market demand. between high schools and community
State agencies can adopt policies that colleges. Articulation agreements refer to
promote the use of data (including labor agreements whereby an articulated high
market information and longitudinal data) school course or series of courses have been
for accountability and decision-making. A determined by community college faculties
conscious effort is necessary to ensure the to be comparable to a specific community
state leadership team for career pathways college course or program. Students earn
works with the State Workforce Development the college credit by either completing the
Board (if different entities) to ensure that high school course with a prescribed grade
the states career pathways strategies align or by participating in a credit by examination
with the strategies outlined in the Unified/ process. This dual-credit option speeds
Combined State Plan. States may also degree completion for high school students
devote funding to attract businesses to their seeking some type of postsecondary
state and make different decisions about credential.
how training programs should support The alignment of these two systems is
those economic development goals and critical to benefit from the expertise and
what level of investment they require of resources of each system. Jobs for the
businesses seeking assistance. Governors Future has published a paper, Advancing
also have discretion in aligning their job Career and Technical Education (CTE) in
training systems in how they structure their Career Pathways, that offers strategies to
departments within state government. align these two efforts. The paper provides
The Carl D. Perkins Act of 2006 stresses the a helpful crosswalk for states and local
need for greater alignment between CTE communities in aligning these two initiatives.
programs and industry. Perkins IV has asked A graphic of the alignment is on the following
states to support the creation of Programs page. The art of building a career pathways
of Study (POS), an educational option system is to implement changes the agency
that incorporates and aligns secondary has control over first while simultaneously
and postsecondary elements. USEDs working on strategies to change obstacles
OCTAE helped states identify 10 essential that are more difficult. Sometimes the most
components of CTE POS. The essential difficult obstacle is trust and the will to align
components are designed to prepare programs for the benefit of the system. In this
students to transition into careers and college case, focusing on common vision, mission,
and create more structured pathways to and goals can remove some of this while a
postsecondary education. culture of trust is established.
81
ELEMENT FIVE
Jobs for the Future. Advancing Career and Technical Education (CTE) in Career Pathways
82
ELEMENT FIVE
COMPONENT 5.1: Identify State and Local Policies Necessary

to Implement Career Pathways Systems.
As states begin to develop strategies for pathways system. State agencies can use their
aligning policies, there are key actions that budget authority over Federal funds to align
can be undertaken to facilitate the expansion and braid resources across funding streams.
and success of state initiatives. The Pathways States can also incentivize local/regional
Network initiative by Jobs for the Future career pathways systems in how they chose to
provides a good listing of the policy actions distribute discretionary resources that may be
that facilitate change. These include: available. State agencies can provide specific
1. Encouraging better coordination of guidance to local areas in developing their local/
resources across state and local agencies regional plans that align with industry needs and
to provide funding for scale-up of pathway state strategies for developing career pathways
programs. systems. State agencies can also provide
2. Supporting acceleration of learning guidance and technical assistance on the
through dual enrollment/dual credit. allowable use of Federal and state funding under
3. Integrating academic and CTE programs their jurisdiction to support career pathways.
and elevating the profile of these programs A good example of how Federal incentives can
as a means to develop crucial workplace
skills. align systems is USDOLs Trade Adjustment
Assistance Community College and Career
4. Expanding the mission and purview of
workforce development organizations and Training (TAACCCT) competitive grant program.
other economic development non-profits. The TAACCCT grants align the community
college system with business and industry
5. Establishing more robust career
information and advising systems to ensure their programs are demand driven.
linking online resources and appropriate Grantees were asked to incorporate key features
counseling from teachers, mentors, and of a career pathways system, including stackable
others through student work-based credentials, and multiple entry points that create
learning plans. on-off ramps for workers as they continue in
6. Developing policies that incentivize business their career path, and articulate from two- to
involvement and work-based learning. four-year degrees. Although the TAACCCT grant
With these actions in mind, state agencies have program has a broader scope, it reveals how
considerable freedom to structure their career policy priorities can promote systems change.
PROMISING PRACTICE: Los Angeles Unified School District Career Academies
A local example is the Los Angeles Career Academies state educational partners that adopt policies that
consistently define and document credentials and establish quality assurance processes to ensure their
market relevance. The methods education utilizes to engage employers are within their jurisdiction. The
educational institutions can also establish consistent assessment. The process for sharing curriculum
across the system to maximize its impact can be encouraged by the system office. Articulating and
mapping instructional courses from secondary to postsecondary education is within their purview.
The Los Angeles Unified School District received a $7 million grant from the Irvine Foundation to
build out new career academies in six high schools that will focus on healthcare, biotechnology,
and other technology-related industries. The program is backed by funding from the Irvine
Foundation, the United Way of Greater Los Angeles, the Los Angeles workforce investment
system, and the Los Angeles Chamber of Commerce and will help provide work-based learning
opportunities to students, including 10,000 student summer internships. For more information
please see: http://notebook.lausd.net/portal/page?_pageid=33,153234&_dad=ptl&_schema=PTL_EP
83
ELEMENT FIVE
COMPONENT 5.2: Identify and Pursue Needed Reforms in State

and Local Policy.
To move career pathways forward, state members and business associations can be
agencies need to examine if there are any very helpful in advancing legislative changes
real barriers that are in statutes that need that will advance the implementation of a
addressing. Oftentimes it is policy and state career pathways system. The Request
resources, not statutes, which created the for Information solicitation issued by USDOL,
appearance of a barrier. If there are statutory USED, and USHHS in 2014 served to inform
barriers, state agencies should collaboratively the system of common barriers experienced
address those issues with the Governors by states/localities in implementing a
office and attempt to move those changes comprehensive career pathways system.
forward through their legislatures. The state The most common are listed in the text box
and local Workforce Development Board below.
CAREER PATHWAYS FYI: Most common barriers identified by states/localities include
The transferability and recognition of stackable, portable, industry-recognized

credentials;
Federal policies and regulations such as training time limits and work participation
requirements of TANF;
Different performance and outcome measures and participant tracking systems;
Lack of articulation between credit- and non-credit-bearing pathways;
Funding limitations; and
Remaining current on labor market information.
Although these may be real barriers, the process, it is critical that the leadership team
Workforce Development Board and the keeps its focus on the mission, vision and
Governor can address them by developing goals to move forward.
long-term strategies to lessen their impact At the Federal level, WIOA acknowledges
or alleviate them altogether. With a the importance of program alignment and
complete list of barriers, the leadership requires a structure that supports Federal
team may collaboratively develop strategies legislative alignment. WIOA has elevated the
to address each one. The leadership team function of policy review, program alignment,
should start with barriers that are easier and removing programmatic barriers to the
to resolve (including those requiring less State Workforce Development Board. The
financial resources). These barriers can new legislation can serve as the impetus for
provide the core around which new policies real change and can address the barriers in a
are developed. State and local partners can four-year Unified/Combined State Plan.
jointly strategize on solutions. During this
84
ELEMENT FIVE
If it is determined the barriers to establishing Developing articulation agreements

or expanding a career pathways system are between secondary and postsecondary
not regulatory or are within their purview, education;
the leadership team should address their key Supporting integrated and coordinated
policies, which may hamper the goals and services between American Job Centers
vision for a career pathways system, including and TANF service providers;
those that are necessary for coordinating
efforts across the state and/or region. Many Offering programs that allow learners to
current policiesquite inadvertentlymay earn portable and stackable credentials;
support the status quo. Many systems Supporting cross-program and cross-
operate in silos for lack of any strong reason agency professional development;
to change. The result is that individuals Developing work-based learning
are not able to easily transition between opportunities;
academic programs, adult education and
workforce development training systems. Developing an Eligible Training Provider
List that promotes the development of
Helpful strategies to support alignment career pathways; and
may be:
Establishing and supporting the
Implementing a coordinated and systems development of the states longitudinal
approach to youth, adult education, and data system.
postsecondary training;
Developing new and/or strengthened
linkages between secondary CTE and
academic programs at community
colleges, adult basic education programs,
and American Job Centers;
85
ELEMENT FIVE
COMPONENT 5.3: Implement Statutory and Administrative Procedures

to Facilitate Cross-Agency Collaboration.
Implementation of the new policies and coordination. It may be helpful to develop
procedures will require communication, joint letters signed by the leadership team
communication, communication. Continuity that delineate the policies and practices that
of messaging across departments requires will drive the teams practices going forward.
HOW TO: Engage in Collaborative Communication
A shared vision and strategies;

A shared policy agenda to build, scale, and sustain a career pathways system;
A commitment to collaborate and share and/or leverage resources;
A requirement for the adaptation of similar local/regional policies;
An explanation of how the team will hold grantees accountable, and how will they be
measured;
A commitment to share outcome data and work towards a longitudinal participant
information system;
A process for technical assistance; and
A plan for professional development.
PROMISING PRACTICE: Minnesota FastTRAC
Minnesota FastTRAC (Training, Resources, and Credentialing) seeks to make Minnesota

more competitive by meeting common skills needs of businesses and individuals.
FastTRACs adult career pathways program helps educationally underprepared adults
succeed in well-paying careers by integrating basic skills education and career-specific
training in high-demand fields. Each local adult career pathways program consists of a
series of connected educational and training programs that allows learners to advance
over time to successively higher levels of education and employment in a given sector.
FastTRAC programs cover key Minnesota industries, including healthcare, manufacturing,
education, business, energy, and others. As of December 2012, FastTRAC programs
have served more than 1,900 adults at 29 sites. Eighty-eight percent of these adults
earned industry-recognized credentials or earned credits toward those credentials, and
69 percent had success either gaining employment or continuing into further career
pathways education. Local programs have braided FastTRAC grants with other state and
Federal funds. Locals have braided funds from TANF, Workforce Investment Act (WIA)
Incentive grants, Adult Basic Education Leadership funds, Perkins funds, foundation
funding, Pell grants, and other sources. Currently, an allocation from the state workforce
development fund and TANF Innovation funds are braided.
86
ELEMENT FIVE
PROMISING PRACTICE: Public/Private Partnership Massachusetts
SkillWorks is a multiyear initiative to improve workforce development in Boston and in the

Commonwealth of Massachusetts. SkillWorks brings together philanthropy, government,
community organizations and employers to address the twin goals of helping low income
individuals attain family supporting jobs and businesses find skilled workers. Phase I
(2003-2008) invested $15 million to help more than 3,000 workers receive skills training
with hundreds entering the workforce or receiving raises and promotions.
Phase II (2009-2013) continued this important work with an added emphasis on better
connecting Massachusetts community colleges and other post-secondary institutions
to the workforce development system. SkillWorks raised $10 million for Phase II for
investments in Workforce Partnerships, Public Policy Advocacy and Capacity Building.
Phase III (2014-2018) investments will aim to improve the workforce systems
effectiveness and efficiency, resulting in significantly improved economic outcomes
for job and skill seekers, with a priority focus on those in Greater Boston who are low-
income and low-skilled. SkillWorks will achieve this goal by leveraging its leadership
position and collaborative model to convene business, labor, education, and civic leaders
and catalyze change through innovative investments, adoption of best practices and
advocacy. SkillWorks is projecting a $5.6 million, five-year budget for Phase III. For more
information, read SkillWorks Phase III Strategic Plan and check out our latest 1-page
snapshot of our strategy, Phase II Outcomes, and Phase III Goals.
87
ELEMENT FIVE
ELEMENT FIVE TOOLBOX

Team Tools
Six Key Elements Graphic Framework Six Key Elements Action Planning Tool
https://learnwork.workforce3one.org/ https://learnwork.workforce3one.org/
view/2001120641504542734/info view/2001120642119875739/info
Six Key Elements Readiness Assessment Service Mapping Tools https://
Tool (available in Section 2 of the Toolkit) learnwork.workforce3one.org/
view/2001120642445820802/info

Advancing Career and Technical Education Los Angeles Unified School District - Los
(CTE) in State and Local Career Pathways Angeles Academy/Irvine Foundation
Systems, Jobs for the Future, March 2014, Linked Learning Initiative: http://achieve.
http://www.cte.mnscu.edu/programs/ lausd.net/Page/524
advancing-cte-initiative.html Pathways to Prosperity Network: A State
Claggett, Mary and Uhalde, Ray. The Progress Report, 2012-2014. Jobs for the
Promise of Career Pathways Systems Future, August 2014. http://www.jff.org/
Change and Initiatives. Jobs for the Future, sites/default/files/publications/materials/
July 2012. Commissioned by the U.S. Pathways-to-Prosperity-for-Americas-
Department of Labor. http://www.jff.org/ youth-080514.pdf
publications/promise-career-pathways- Shared Vision, Strong Systems: The
systems-change Alliance for Quality Career Pathways
Couturier, Lara. Policy Meets Pathways: A Framework Version 1.0. Center for Law
State Policy Agenda for Transformational and Social Policy, June 2014, http://www.
Change. Jobs for the Future, December clasp.org/resources-and-publications/
2014, http://www.jff.org/publications/ files/aqcp-framework-version-1-0/AQCP-
policy-meets-pathways-state-policy- Framework.pdf
agenda-transformational-change
Harmon, Tim. Shared Accountability
in WIOA and Career Pathways. Center
for Law and Social Policy, December
2014, http://www.clasp.org/resources-
and-publications/publication-1/WIOA_
sharedaccountability.pdf
88
ELEMENT SIX
MEASURE SYSTEM CHANGE
AND PERFORMANCE
Appropriate measures and evaluation
methods are in place to support
continuous improvement of the
career pathways system.

Define desired system, program, and participant
outcomes.
Identify the data needed to measure system, program,
and participant outcomes.
Implement a process to collect, store, track, share, and
analyze data.
Design and implement a plan for reporting system and
program outcomes.
89
ELEMENT SIX
MEASURE SYSTEM CHANGE AND PERFORMANCE
Measuring the impact of comprehensive The crucial infrastructure requirements to

system change is critical to sustaining the build and sustain a longitudinal data system
support necessary for carrying out a career are available in a research & evaluation
pathways approach to education and training. study by IMPAQ International entitled Using
To date, there is no evidence-based research Workforce Data Quality Initiative Databases
that supports the long-term impact of to Develop & Improve Consumer Report Card
creating career pathways systems. However, Systems. The infrastructure requirements
many promising practices exist that reveal the are:
effectiveness of some of the components of Individual-level training data that incudes
a specific career pathway program. Evidence- social security numbers (SSNs);
based research will take time and states have
initiatives underway to consistently collect Capacity to match education and training
and improve upon the quality of their data in participation data to states wage records;
order to evaluate their systems. Clearance and cooperation to match
There are two parallel Federal initiatives unemployment compensation wage record
underway to encourage the development data held by State Departments of Labor
of higher quality data and analysis. USED against participant data held by states
has launched a Statewide Longitudinal department of education; and
Data System Initiative (SLDS) and USDOL Funding and know how to use the data
launched a complementary Workforce Data to produce a report card website.
Quality Initiative (WDQI). SLDS emphasis The data quality of the education and
is on the P-20 longitudinal data systems to workforce systems will enable states to
capture, analyze, and use student data from make accessible performance data available
preschool to high school, college, and the to participants in the form of a Consumer
workforce. WDQI emphasis is on integration Report Card (CRCS). CRCS are state
of workforce data with education data and systems for calculating program outcomes
on improving the quality of the data. Quality based on labor market data (employment,
data in an understandable format is essential retention, and earnings) for those individuals
for students to make an informed choice participating in education & training
about a career pathway. programs.
PROMISING PRACTICE: Floridas Consumer Report Card System
Florida began developing its longitudinal administrative data infrastructure in the 1970s
and has continued to expand the system. The Florida Consumer Report Card System
(CRCS) is developed statewide from workforce and education individual-level data.
It covers the K-20 education system and workforce data, including unemployment
compensation wage records. The assessment and analysis of participation and outcomes
of all education and training programs are conducted exclusively through use of
individual-level data from the Florida education and workforce systems. Much of the
data analysis connected to the CRCS is conducted by the state. For example, to be put
on a local Eligible Training Provider List, a training provider must provide a program
that trains for an occupation that is on the Targeted Occupations Listtermed demand
occupationsand must be licensed in Florida to be on the list. The Florida College
System has developed a website for parents, students, and interested parties to be able
to see recent first-year outcomes by institution and program.
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ELEMENT SIX
The long-term goal of SLDS and WDQI is to Any data the team can derive from
use their longitudinal data systems to draw employer-driven standards will serve to
information across education and training expand employer engagement. Providing
programs to get a more complete picture measureable evidence that the skill sets
of how individuals move through education of the local labor force are improving will
and training programs and onto careers. High certainly glean support from local businesses.
quality and consistent data that is available Such evidence-based practices can assist
by integrating education and workforce data the team in maintaining current funding and
is more conducive to research and analysis garner new funding sources. Outcome data
that leads to program improvement, system
change, and policy reform. Measuring the
CAREER PATHWAYS FYI: Improving
impact of a career pathways initiative will
Strategies
not only support efforts to improve program
design, but also will communicate to
stakeholders the value of their investment. Career pathways system development
The career pathways leadership team will set offers a unique opportunity to improve
system-level goals for change and identify strategies for measuring the impact of
desired participant and program outcomes efforts across systems and programs.
to guide career pathways development.
The team will use these established goals
and desired outcomes as benchmarks for serves to support continuous improvement
measuring the performance of affiliated of program design by showing what
education programs, training programs, and program components work best for targeted
supportive services. The team may want to populations and what components may
utilize both external and internal evaluation require redesign. Finally, analysis of outcome
tools and use data to inform continuous data informs the policy and procedural
improvement. Share the evaluation results adjustments that may be necessary for
with partners (especially employers) and the maintaining alignment within the system.
broader community to solicit support for and
understanding of the career pathways system.
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ELEMENT SIX
COMPONENT 6.1: Define Desired System, Program, and Participant

Outcomes.
Systems-level career pathways need the The leadership team should consider both
support of state and local partnerships, short-term and long-term outcome measures.
both in the design phase and in their Short-term outcomes may include interim
implementation. Clearly defining the measures, which serve as benchmarks
anticipated system interfaces and desired along a career pathway. For example,
changes associated with an effective career interim measures could be mid-term grades,
pathways design is an important first step in retention indicators such as class attendance,
developing a measurement and evaluation employability or soft skills attainment, or
process for the overall pathways effort. attainment of a digital literacy or high school
Examples of system-level changes and equivalency certificate. Interim measures are
outcomes include the development of cross- useful for making program adjustments and
agency leadership and oversight structures; are motivational markers for the learner in
blending or braiding resources including achieving a long-term goal.
human and capital; use of shared participant The team should assess the types of
and program data; and alignment between measurements used on a regular basis to
partnering systems of participant activities ensure the team is measuring what it needs
such as recruitment, placement, assessment, to know. System outcomes focus on the
and curriculum. impact that the career pathways approach
The leadership team should identify desired is having on the overall community, as well
program and participant outcomes and as on the citizens and/or partners engaged
related measures during early strategic within the system. There are varieties of
planning sessions to ensure that the activities outcome measures that help teams analyze
carried forth will support long-term goals. systemic impact. Outcome measures can
Although WIOA clearly articulates the relate the effectiveness of education and
participant outcomes for the WIOA core training programs and provide teams with
partners, other measures may be critical to data they can use to improve programs and
evaluate the system and program design. assess the effectiveness of different strategies
All partners inform the strategies used for employed for target populations.
evaluating progress and actively assess the
system.
System Program Participant
92
ELEMENT SIX
COMPONENT 6.2: Identify the Data Needed to Measure the System,

Program, and Participant Outcomes.
Following the identification of long- and short- CAREER PATHWAYS FYI: WIOA Joint
term system, program, and participant outcomes, Performance Measures for Adults
the leadership team and other subgroups must
(1) Percentage of participants in unsubsidized
define the actual data to measure and evaluate
employment 2nd quarter after exit;
outcomes. Most career pathways systems involve
(2) percentage of participants in unsubsidized
the use of resources from various Federal and
employment 4th quarter after exit;
state funding streams so close attention should
be given to the data collection requirements of (3) median earnings of participants in
unsubsidized employment during the second
the particular programs being evaluated. quarter after exit;
Data collection involves a cross-agency (4) percentage of participants who earned a
integrated approach requiring data sharing and recognized postsecondary credential or a
matching of the participant outcomes. WIOA has secondary school diploma (or equivalent)
established a set of common metrics that apply during participation or within one year after exit;
and
to the WIOA core partner programs. The state
(5) percentage of participants who, during
CAREER PATHWAYS FYI: WIOA Joint a program year, are in an education or
Performance Measures for Youth training program that leads to a recognized
postsecondary credential or employment
and who are achieving measureable skill gain
(1) Percentage of participants in education,
toward such a credential or employment.
training, or unsubsidized employment 2nd
quarter after exit;
may apply these measures to other additional
(2) percentage of participants in education, partners without incorporating the programs into
training, or unsubsidized employment 4th a combined plan. WIOA participant measures are
quarter after exit;
listed in the Career Pathways FYI text boxes on
(3) median earnings of participants in this page.
unsubsidized employment during the
second quarter after exit; The Alliance for Quality Career Pathways
(4) percentage of participants who obtain a (AQCP), a project of the Center for
recognized credential or secondary diploma Postsecondary and Economic Success at CLASP,
(or equivalent) during participation or within has developed a framework for measuring career
one year after exit; and pathways innovation. The framework includes
(5) percentage of participants who, during four components:
a program year, are in an education or
training program that leads to a recognized 1. Criteria for high-quality systems and
postsecondary credential or employment and programs;
who are achieving measureable skill gains 2. Quality indicators that signal how well the
toward such a credential or employment. core elements of systems and programs
support the achievement of desired
CAREER PATHWAYS FYI: WIOA Measures participant outcomes;
for Employer Participation
3. Interim participant outcome metrics that
mark progress toward achieving desired
All WIOA programs will be required to longer-term outcomes; and
measure their effectiveness in serving
4. Performance outcome metrics that are
employers.
common across education, training,
The specific measure(s) to be used will be employment, and other public, private, and
developed by WIOA Federal agencies by philanthropic systems involved in the career
June 2016. pathway system.
93
ELEMENT SIX
Career Pathways Should:
Provide a cross- Incorporate important Focus on results for

system view of results interim program measures participants within
and support shared that demonstrate specific career pathways,
accountability and progress toward rather than institutional
improvement among educational outcomes or organizational
partners. and employment outcomes.
outcomes.
Career Pathways System, Program, and Participant Measures:
SYSTEM MEASURES PROGRAM MEASURERS PARTICIPANT MEASURES

Return on investment # of participants Credit accumulation;
overall cost of career enrolled in program; License/certificate
pathways activities # of participant attainment/industry
including increase in taxes completers; recoginzed credential;
paid due to employment
and decrease in reliance # of participants who Degree attainment;
on any form of public receive some type of Employment;
assistance; postsecondary credential;
Wage at initial
Increase in skills and # of participants who employment;
credentials in the labor receive some type of
industry recognized- Employment
force;
credential; retention rate;
Increase in workforce
# of participants Employment progression
participation rate;
entering employment; along a career pathway;
Employer engagement in and
career pathways system; Employment
retention rate; Earnings progression.
and
# of resources leveraged Earnings gain; and
to sustain the system. Employer engagement.
PROMISING PRACTICE: Measurement MattersReport Cards in New Jersey
New Jersey has a consumer report card website called New Jersey Training
Opportunities that provides information on occupational training programs in the state.
A results section displays information about former program participants. It shows
employment rates, retention rates, and average earnings at six months, one year, and
two years after graduation. New Jerseys state laws require training programs at for-
profit, public two-year, and some public four-year schools that receive state or Federal
workforce funding to submit records to the state for all of their students, and recently
required for-profit schools to submit student records and disseminate results through
a state website.
94
ELEMENT SIX
COMPONENT 6.3: Implement a Process to Collect, Store, Track, Share,

and Analyze Data.
Determining how to measure system, and the data definitions are common across
participant, and program outcomes will all partners participating in the career
likely involve many different stakeholders. pathways system. By integrating data
The leadership team will determine desired systems and sharing data, the leadership
goals and outcomes for the initiative while team can evaluate system as well as program
considering the existing requirements impact over longer periods. The leadership
of Federal, state, and local funders. The team should gather multi-year (longitudinal)
challenge to teams will be figuring out how to data on progress over as many years as
measure outcomes as painlessly as possible necessary to follow an individual across
across systems, using existing reporting programs. Data of this kind is essential for
requirements when feasible. establishing public accountability for career
Ultimately, the leadership team (with pathways programs. It is also necessary for
validation from local employers and determining how to improve programs by
potentially from funders) will agree on identifying which activities provided the best
what data to collect to measure the desired outcomes over time.
outcomes. It is important that the measures
PROMISING PRACTICE: Kentucky Statewide Longitudinal System
The Kentucky Center for Education and Workforce Statistics (KCEWS) collects and links
data to evaluate education and workforce efforts in the Commonwealth. This includes
developing reports and providing statistical data about these efforts so policy makers,
agencies, and the general public can make better informed decisions. The KCEWS
maintains the Kentucky Longitudinal Data System (KLDS), a statewide longitudinal
data system, as well as responds to requests for data and information, and provides
reports on a number of topical areas including feedback about the performance of high
school graduates after they go to college, developing the Kentucky County Profiles, and
information about the outcome of teacher preparation, college, adult education, and
other programs. Two examples of KLDS activities include:
1) Linking high school and college data together to better understand how high school
experiences affect college going and success; and
2) Linking education and employment records to know if Kentucky graduates are
entering the workforce and earning a reasonable wage, how well colleges are meeting
the needs of industries, and what the return on investment is for education and training
programs.
95
ELEMENT SIX
Collecting, managing, and using data needs to income level, highest school grade attended,
be carefully coordinated across participating justice involved status, disability status, public
agencies and systems. The leadership team assistance status) is tracked across programs
has the responsibility for establishing a data to determine system outcomes for various
and evaluation plan that aligns with the target populations.
desired outcomes and provides formative
and summative information. The team may
want to work with an outside evaluator CAREER PATHWAYS FYI: Data Sharing
to provide system-wide evaluation of the Agreements specify
initiative. If the team members decide not to
work with an outside source, they may want
Organizations/agencies involved;
to identify a lead agency that can coordinate
data measurement efforts across agencies. Data sets to be shared;
Sometimes different agencies collect different Length of time access to data is available;
components of the data, so it is important to The process for sharing data;
make sure all partners are clear about their Confidentiality agreements; and
roles and responsibilities in collecting data.
Liability information.
Because participants involved in the

MANAGING COLLECTING
DATA DATA career pathways system move through
different points of entry; access different
supportive services; and exit at different
points in the career pathway; tracking
USING
DATA long-term performance outcomes requires
a well-planned systematic approach that
all agencies agree upon. Currently most
agencies only collect information on an
individuals progress through their own
programs and services, and do not take
into consideration what the individual
achieves through participation with partner
... IS A COORDINATED agencies. This makes some of the potential
ACTIVITY
measurements, such as the number of
It is important to develop and document a individuals who transition from adult
formal agreement for the collection of data education to community colleges, difficult
in a MOU. A MOU lists all partners who will to capture. In addition, because an effective
be collecting data, the process for collecting career pathways system allows individuals
data, and what each agency is collecting. to move back and forth between education
Typically, each agency partner is responsible and employment over many years, evaluating
for collecting data for the individuals it serves the overall career pathways system, as well
within the programs that are part of the as some of the specific programs, requires
career pathways system. Data on individuals coordination of data sources so that
enrolled in the career pathways programs individual records can be tracked across
are marked in some fashion to ensure that programs over multiple years.
the data is included in the overall data An ideal longitudinal data system tracks an
collected. Common demographic information individual from pre-kindergarten through
for participants (such as age, gender, race, postsecondary education and into the
96
ELEMENT SIX
workforce. Data covering this entire span effective programs and services.
allows each agency to determine how the
services it provides to the individual will CAREER PATHWAYS FYI: Performance
augment the services provided in prior years Data
by previous agencies. An ideal system also
has the ability to capture the progress of
Analysis of performance data will help
individuals moving in and out of training
determine whether individual programs are
and work, as needed. A data system that
effective and whether progress is being made
is comprehensive, shared, and longitudinal
within the overall career pathways system.
helps agencies design better services and
allows all the partner agencies to better
align themselves to the goals of the career
pathways system. It is equally important to assess unsuccessful
A shared database helps streamline data program outcomes. Data-informed decision
collection and analysis efforts. Frequently, making and evaluation can help the system
a common database is not feasible due to identify missing elements to the system that,
cost constraints but it is important to design if available, may have retained a participant
a method for extracting each of the multiple along a career pathway. The leadership
data sets from multiple data sources/systems team can examine any unmet participant
for the information necessary to calculate and barriers, program deficiencies, and program
track the measures agreed upon. Aggregating relevancy to employer requirements. Data
data across agencies ensures that agency and information is essential to focus on key
data from each aspect of the system accountability issues in the box below:
contributes to the overall participant and
system outcomes measures in order to assess HOW TO: Questions to Ensure Program
the career pathways system. Accountability
Each state typically has its own data practice
Are the program and participant
requirement along with the Federal data-
performance targets and goals being met?
sharing guidelines. Therefore, it is important
for all partners to sign a data-sharing Are the results superior to traditional
agreement. These agreements can specify the methods?
organizations/agencies sharing the data, the Are agency (organization) partnerships
specific data sets shared, the purpose and strengthened or enhanced?
use of the data, the length of time for access
Are career pathways components and
to the data, and the process in which the
design features being institutionalized and
data will be shared/accessed. The agreement
sustained as a result?
should also state the liable party for storing
the data and granting access to the data. Do business and industry partners value
their involvement in the career pathways
Regular reviews of performance measures
system and, as a result, realize skill level
will ensure that agencies can make timely
improvements of their job candidates?
improvements to specific programs if
necessary. Participant outcomes measure Are funds being used to maximize their
the ultimate success of the system when the efficiency and effectiveness. Or, is the ROI
participant enters employment with the skills/ reasonable?
certificates/license required by employers
at a family sustaining wage. Constant
affirmation from employers is essential to Accountability is the key to sustaining a
keep the system demand-driven. The team comprehensive career pathways system.
should routinely celebrate the success of
97
ELEMENT SIX
COMPONENT 6.4: Design and Implement a Plan for Reporting System

and Program Outcomes.
The measurement design process may HOW TO:
include the development of a framework for Use Reporting Sytem Outcome data
measuring and understanding the net impact
and ROI of the overall career pathways effort.
Identify best practices for replication;
An ROI framework should include a control
group that compares program outcome Improve upon system and program design;
participant data with subjects that did not Increase employer engagement;
participate in a career pathways program Sustain system development and engage
but have similar characteristics. Once the more partners;
framework is established, the leadership team
Apply for competitive funds based on
should have a strategy for communicating evidence-based practices;
and disseminating the outcomes. The team
Request for funding and support from state
should identify the various audiences for
and local legislators;
sharing summative data including state
and local legislators, state and local policy Encourage the development of future career
pathways programs; and
makers, secondary and postsecondary
educational institutions, employers, economic Encourage enrollment of participants in
development organizations, potential program career pathways programs with proven
results.
participants, and the news media. Reports
generated for sharing ROI and program
outcomes may include individual participant
success stories. These compelling stories will
provide a practical insight into the overall
success of the career pathways initiative.
The graphic below provides an example of how to calculate ROI
http://www.gwdc.org/initiatives/roi/
98
ELEMENT SIX
ELEMENT SIX TOOLBOX

Team Tools
Tool (available in Section 2 of the Toolkit)

A Framework for Measuring Career January 2015. http://www.gwdc.org/
Pathways Innovation. Center for Law and initiatives/roi/
Social Policy (CLASP), February 2013. U.S. Department of Labor, Employment
http://www.clasp.org/resources-and- and Training Administration, Workforce
publications/files/CLASP-AQCP-Metrics- Data Quality Initiative. http://www.doleta.
Feb-2013.pdf gov/performance/workforcedatagrant09.
Anderson, Eyster, Lerman, Clymer, Conway, cfm
and Montes. The First Year of Accelerating U.S. Department of Education, Statewide
Opportunity: Implementation Findings Longitudinal Data Systems (SLDS). http://
from the States and Colleges. Jobs for the www2.ed.gov/programs/slds/factsheet.html
Future. September 2014 http://www.jff.
org/publications/first-year-accelerating- U.S. Department of Human Services,
opportunity-implementation-findings- Administration for Children and Families.
states-and-colleges Innovative Strategies for Increasing Self-
Sufficiency Study. April 2014. http://www.
Roberts, Brandon and Price, Derek. acf.hhs.gov/programs/opre/resource/
Statewide Data as a Lever for Systems innovative-strategies-for-increasing-self-
Change: Experiences and Lessons from sufficiency-study
Shifting Gears. The Joyce Foundation,
September 2010. http://www.joycefdn.org/ U.S. Department of Labor, Employment
shifting-gears/reports/ and Training Administration, Trade
Adjustment Assistance Community College
Roberts, Brandon and Price, Derek. and Career Training (TAACCCT) Grant
Strengthening State Systems for Adult Program, Data Elements for Individual-
Learners: An Evaluation of the First Level Participant Data Collection. http://
five Years of Shifting Gears. The Joyce www.doleta.gov/taaccct/resources.cfm
Foundation, December 2012. http://www.
joycefdn.org/shifting-gears/reports/ DeRenzis, King, Prince, and Wilson. Using
Dashboards for State Workforce Planning,
Schanker, Jennifer B. and Taylor, Judith National Skills Coalition, February 2015:
C. Forging New Pathways: The Impact of https://www.nationalskillscoalition.org/
Breaking Through Initiative in Michigan. resources/publications/file/sweap_using_
Jobs for the Future, November 2012. dashboards_for_state_workforce_planning.pdf
http://www.jff.org/publications/forging-
new-pathways-impact-breaking-through- DeRenzis, King, Prince, and Wilson. Who
initiative-michigan is Being Served Well? Using Pathway
Evaluators for State Workforce Planning,
Smart Investments Real Results: A National Skills Coalition, February 2015:
Net Impact Evaluation of Minnesotas http://www.nationalskillscoalition.org/
Workforce Development System and resources/publications/file/SWEAP_
Initial Findings. Minnesota Department of Pathway_ pathway
Employment and Economic Development,
99
SECTION TWO
CAREER PATHWAYS
TOOLS AND RESOURCES
100
SECTION TWO
CAREER PATHWAYS TOOLS AND RESOURCES
Career Pathways Tools

The tools included in this section support the There are many other useful tools for
framework of the Six Key Elements and may educators, workforce professionals,
be helpful to leadership teams interested in human service agencies, policy leaders,
fostering and developing career pathways and businesses that align with the Six Key
systems. This is not an exhaustive list of Elements of the career pathways framework.
the career pathways-related tools that are USED/USHH and USDOL engaged in a
available to policy makers and stakeholders. joint venture to catalog tools that promote
USDOL/ETA plans to release a companion actionable instructions on how to turn a
workbook that includes additional tools and commitment to career pathways into a reality.
resources to assist states and local partners One of the results of that effort is the Career
in the work of developing, implementing, Pathways Tools Catalog, available at the
and sustaining career pathways systems and following website: https://cpToolkitcatalog.
programs. peerta.acf.hhs.gov/
101
ELEMENT TWO
Six Key Elements Readiness Assessment Tool

Purpose: The Six Key Elements Readiness Assessment Tool is aligned with Section One of
the Toolkit to aid state or local teams in assessing their state/local career pathways initiative
in relationship to the components of each element that make up an optimal career pathways
system. The tool helps state/local leaders assess their progress and design priorities and
action steps to progress to an optimal stage.
Recommended User(s): Optimally, the state or local leadership team should complete the
assessment tool. Team members complete the assessment together during a team meeting.
The team should identify a facilitator to guide the process as well as someone to record issues
and ideas that come up through discussion.
When to Use: Complete the initial assessment as a baseline when career pathways initiative
efforts begin. The organization of the assessment tool follows the Six Key Elements of Career
Pathways Framework. Repeat the assessment periodically (at least annually) to assess
progress and determine priorities in annual plans.
How to Use:
Check the indicators for each component of the Six Key Elements.
Select two to three components under each key element the team identifies as the
strengths of the state/local career pathways system (rating functional or optimal).
Select two to three components to prioritize under each key element that the team
identifies as the opportunities to improve the state/local career pathways system (rating
minimal or emerging).
Discuss the responses and prioritize a list of opportunities to improve.
Write an action plan listing the priorities, responsible party, and date to accomplish (see
Action Planning tool).
Periodically (annually) evaluate the system by revisiting the assessment tool and Action
Planning tool to chart progress.
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SECTION TWO
Career Pathways: Six Key Elements Readiness Assessment Tool
Optimal Alignment: Leadership vision and strategy is operational. System

focuses on targeted sector strategy, engages employers, and reflects clear
pathways educational components. State-level policies support long-term
sustainability with federal and/or state funding plans. Metrics and outcomes
reflect evidence-based evaluation processes and continuous improvement.
Functional Alignment: Shared decision-making and accountability

exist between state-level or local-level team members and defined
roles exist in an MOU. Partners map and identify funding resources.
Curricula design includes components/educational strategies of
career pathways that align with industry needs. Team is identifying
metrics and outcomes. State-level policy levers and opportunities are
utilized.
Emerging Alignment: State- or local-level team agrees to

adopt Federal framework for career pathways systems.
The results of the readiness self-assessment instrument
shapes the development of a strategic plan. A formal
steering committee creates a vision with partner roles
delineated. Senior-level government and business
leaders engage to form a MOU. Labor market research
is in place and targets industry sectors with some
business engagement. State-level analysis is underway to
determine if there are state-level policy barriers that exist.
Minimal Alignment: No cohesive, integrated

strategy for career pathways exists. No formal
team structure exists to coordinate efforts and
align resources. Senior leaders engagement is
minimal. Business engagement and labor market
research is minimal. No formal assessment of
assets or system resources has been conducted.
103
SECTION TWO
Minimal Emerging Functional Optimal

Align Align Align Align
1) Build cross-agency partnerships and clarify roles.
A. WIOA Core Partners:
o Title 1B Adult, Youth, and Dislocated Workers
o Title II Adult Education and Literacy
o Title III Wagner-Peyser Act Employment Services
o Title IV Rehabilitation Act of 1973 Title I
B. WIOA Additional Partners:
o Postsecondary Education
o State Human Services Agency (TANF)
o Supplemental Nutrition Assistance Program
(SNAP)
o Supplemental Nutrition Assistance Program
(SNAP Employment & Training)
o Trade Readjustment Assistance Program (Trade
Act of 1974)
o Veterans Employment & Training
o Unemployment Compensation
o Older Worker Programs (Senior Community
Service Program)
o HUD Employment & Training (Housing & Urban
Development)
o Community Service Block Grant
o Second Chance Act of 2007 (ex-offenders)
C. A leadership team (or steering committee) guides
the process of developing career pathways systems.
D. Partners create a shared vision, mission, goals,
and strategies for state and local/regional career
pathways systems.
E. Defined roles and responsibilities of partners exist.
F. An MOU exists governing the partnership.
G. A work plan exists for the partnership.
2) Identify industry sectors and engage employers.
A. Labor market analysis targets high-demand, and
growing industries that support family sustaining
wages.
B. Industry leaders and sector partnerships engage in
the development of the system.
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SECTION TWO

C. Clarify and define employers role in program
development and operations.
o Affirm the set of foundational academic, work
readiness, and technical skills, abilities, and
knowledge.
o Affirm the required certificates and credentials.
o Help design education and training programs.
o Assist in instruction.
o Provide on-site training space.
o Provide real equipment, supplies, or tools.
o Make real industry-based projects.
o Co-invest resources in program development
and/or implementation.
o Assist in developing certification/credentialing
process.
o Provide mentoring or work-based learning
opportunities.
o Hire completers.
D. Identify existing training systems within industry
and career ladders/lattices.
E. Identify the skill competencies and associated
training needs needed in a given career ladder.
F. Implement a process to sustain and grow business
partnerships.
3) Design education and training programs.
A. Identify potential education, training, and service
partners, including secondary education.
B. Identify target populations, entry points, and
recruitment strategies for target populations.
C. Review or modify competency models with
employers to ensure they meet industry standards.
D. Build career ladders and lattices with employers
that lead to industry-recognized credentials
E. Modify existing program offerings to mirror
competency models and career ladders/
lattices and meet industry recognized and/or
postsecondary credentials.
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SECTION TWO

F. Analyze education and training institutions
capacity to respond to industry demands (i.e.,
classrooms and lab space; educational staff;
work-based learning sites, training spaces, and
equipment/tools, materials/supplies; credentialed
instructors; and technology, etc).
G. Design and promote work-based learning
opportunities (e.g., workplace simulations, school-
based enterprises, cooperative work and study
programs, internships (paid or unpaid), on-the-job
training (OJT), job shadowing, apprenticeships,
fellowships, short-term employment, and other paid
or unpaid work experiences).
H. Design programs that apply integrated, accelerated,
and contextualized strategies to build skills that are
industry-recognized.
I. Consider credit for prior learning in all program
design and allow participants to progress at their
own pace along a career pathways program.
J. Embed academic content (e.g., reading, writing,
mathematics) within curricula that is relevant to real
workplace tasks.
K. Design curriculum to allow for multiple entry/exit
points.
L. Design self-paced curriculum to allow participants
to progress based on their abilities and time
commitment (e.g., class scheduling; e-learning;
work-based learning; computer-based or web-based
lessons).
M. Provide participants with appropriate financial
aid information to include state grant programs,
Federal financial aid, and program eligibility for
special populations.
N. Provide career assistance, assessment, and develop
a student-specific academic plan (select a career
pathway) and assist participant in navigating the
system.
O. Provide academic support, school adjustment
and retention services to include tutors and ELL
services.
P. Arrange for and select an organization to provide
case management services.
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Q. Arrange for or provide supportive services to
include childcare, transportation, housing, financial
assistance, life management skills, and money
management skills.
R. Provide employment assistance for participants to
include job referrals, job seeking skills training, and
retention services (e.g., job coach).
4) Identify funding needs and sources.
A. Identify system start-up and maintenance cost and
associated funding sources.
B. Identify program development and maintenance
cost and associated funding sources.
C. Identify participant cost and associated funding
sources.
o Tuition, fees, books, and supplies (training-
related tools and equipment)
o Academic support and tutoring
o Career counseling, advising, and planning
o Case management and coaching (including
navigation of financial aid options and
educational programs, and support services)
o Mentoring services for youth
o Assessment services
o Work experience and work-based learning
opportunities.
o Supportive services (e.g., transportation,
childcare, living expenses, etc.)
D. Explore and secure public or private sources
(student aid programs-Pell grants, Ability to Benefit
grants and state grant programs; WIOA funding;
employer- paid tuition reimbursement programs;
and/or scholarships; WIOA Title I and IV, TANF, and
TAA/TRA and SNAP/E&T) to offset participant
training fees and other direct customer costs.
E. Identify and commit funds from partner agencies
to apply to each of the core components of career
pathways systems. Determine gap funding and
seek other related public and private resources to
fill the gaps.
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o DOL WIOA Title IB: Youth, Adult, and Dislocated
Workers.
o DOL WIOA Title III: Employment Services
(Wagner-Peyser).
o DOL Trade Adjustment Assistance.
o DOL Registered Apprenticeship and Pre-
Apprenticeship.
o ED WIOA Title II: Adult Education and Family
Literacy Act.
o ED Carl D. Perkins Career and Technical
Education.
o ED Pell Grants.
o ED WIOA Title IV: Vocational Rehabilitation
Services.
o HHS Temporary Assistance for Needy Families
(TANF).
o USDA: Supplemental Nutrition Assistance
Program Employment And Training.
o HUD Employment & Training.
o Second Change Act of 2007 (ex-offenders).
o Veterans Employment & Training.
o Unemployment Compensation.
o Older Worker Programs (Senior Community
Service Program).
o Community Service Block Grant.
F. Develop a business plan that documents revenue
and expenses to continue the operation and
improvement of the career pathways system for
long-term sustainability.
5) Align administrative policies and programs.
A. Identify state statutory and regulatory barriers
to implementing a state or local career pathways
system.
B. Reform state/local policy to align with vision and
implementation of a coordinated system for youth
and adults.
C. Align and braid funding for activities that support
the state and/or local system.
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SECTION TWO

D. Develop policies and procedures that incentivize
local/regional career pathways systems
by awarding discretionary resources when
available.
E. Build in career pathways strategies in your state
and local unified/combined plan.
F. Address any statutory barrier issues with the
Governors office and attempt to move changes
forward through legislatures.
G. Implement new policies and procedures and
communicate across agencies.
6) Measure system change and performance.
A. Identify, develop, and define short-term and long-
term system, program and participant outcomes
not just categorical program outcomes.
B. Designate in a MOU the data that agencies will
collect, store, track, share, and report on.
C. Report career pathways program outcomes
that reveal total resources leveraged and
total aggregate impact on system (not simply
categorical funding streams). Aggregate outcomes
may include # of participants served; of those, #
receiving postsecondary credentials, # entering
employment including earnings received, #
retained in employment; and employer engagement
measures.
D. Agree upon a process/methodology to report
system return on investment (ROI) measures and
consider measures as change in earnings, reduction
in public assistance payments, taxes paid, etc.
E. Communicate and disseminate outcomes as a
system rather than an agency or program.
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SECTION TWO
Next Steps Action Planning Tool

Purpose: This flexible action planning tool can help the team carry out prioritized action steps
identified in the Six Key Elements Readiness Assessment Tool.
Recommended User(s): Members of the leadership team.
When to Use: Use to capture action steps prioritized in the Six Key Elements Readiness
Assessment tool. The tool may be a stand-alone document for strategic planning. Regularly
revisit and update based on the progress that occurs between planning meetings.
How to Use:
Review and discuss the tams key priorities. If the team has completed the Readiness
Assessment Tool, they may use this to review priorities.
List the prioritized activities or indicators in the Objectives column.
Discuss and list the tactics or actions the team will conduct to implement each strategy in
the Tactics/Activities column.
Enter the name or initials of the person or persons (or organization) responsible in the
Lead column.
Discuss and enter the expected outcomes of the actions in the fourth column.
Enter the timeline for each activity in the fifth column.
Use the tool to track progress. Enter relevant updates and information about progress and
any modifications in the Progress & Adjustments column.
Links to Tool:
1. Action Planning Tool with instructions https://learnwork.workforce3one.org/
view/2001120642119875739/info
2. Action Planning Tool template https://learnwork.workforce3one.org/
view/2001126551586034594/info
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NEXT STEPS ACTION PLANNING TOOL

KEY ELEMENT:
Priority Tactics/Activities Lead Expected Due Progress &

Objectives How we will do it? Who is Outcomes Date Adjustments
What we responsible? What is the When What have we
will do? result? will accomplished?
we do
it?
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SECTION TWO
Service Mapping Tool

Purpose: Community service mapping is a proven, non-threatening process for identifying
each partners WIIFMs (What Is In It For Me)the benefits that the organization or agency
needs to accrue in order to make collaboration worthwhile. Team members leave the service
mapping session with an understanding of partner services and activities; their targeted
populations, goals, and objectives; and how they do business. The team member gains
information of what skills and workforce development services are necessary within the
community to serve the universal and targeted populations. They also learn how to analyze
service gaps and duplication in services among participating organizations.
Recommended User(s): A representative from each partner agency providing services in
the state/local area. Each representative knows the funding streams of their agency and the
purpose and use of the funding.
When to Use: Conduct a service mapping session to gather the baseline data needed for
carrying out a service gap analysis for the state/region. The team completes a service-
mapping tool for support services and for workforce development services separately.
How to Use:
1. Complete the Agency Criteria Collection Form. Each agency representative completes
this form prior to attending the meeting.
2. Identify services. The facilitator should review the list of services around which the
partners will provide data.
3. Define services. Discuss and come to consensus on the definition of each service on
which data is collected.
4. Review data. Review the data (and the definition of each) that will be collected for each
service.
5. Complete the charts. Each partner then completes their personal charts as appropriate for
each service:
List funding sources: Each representative lists in the first column each funding source his
or her agency receives that it uses to provide services (one per row). If the agency has
more than two funding sources, the representative will need to have multiple sets of the
form in order to complete one row for each funding source.
Populations served:
UniversalHighlight universal if the funding source does not have any specific
limitations on who may be served with the funds.
Targeted Highlight if funding source limits service to specific groups or population(s)
that the service is specifically designed to serve. Partners only make entries for
targeted populations if the services are designed to exclusively serve one or more
targeted populations with the funding source they are recording.
How services are provided:
Self-service, staff assisted, or both Highlight as appropriate.
Individualized, in groups or both Highlight as appropriate.
Standalone If the customer can receive the service without enrolling into a program or
funding source, highlight Stand Alone. If the customer can receive the service once
enrolled into a program or funding source, leave blank.
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Language List in what language(s) other than English the service is offered.
Schedule: Include information about when each service is available.
Days/hours per week: Enter the days and hours.
Walk-in or appointment Highlight as appropriate.
Fee or free: Highlight whether this service is free or has a fee.
Service area: Enter the service area (zip code/neighborhood) where the service is offered.
If the service is restricted to residents of a service area (zip code/neighborhood) list that in
the Target box and highlight Target in the first box under the service.
6. Complete forms: Once the partners have completed their forms, take the first page from
each partner and tape the pages on the wall in a column. Repeat with each page.
Divide the group into teams (one team for each page column). Have each team review
the highlights and determine the gaps, duplications, and augmentations by using the
information below. Gaps are those services that are not being provided currently, or do
not have enough provided to meet the current need. (Gaps would have no highlights for a
column, or would have some highlights but only for targeted populations, with no agency
providing for the general population).
Duplications are those services for which availability exceeds need. (Duplications would
have multiple funding sources/agencies highlighting a service and serving the same
population or populations).
Augmentations are those services that are being provided by multiple agencies in order
to meet the current demand. (The group would see augmentations as services with
multiple highlights for the same service, but provided to different populations, or provided
at different times or within different zip codes or in different languages in order to meet
community needs.)
7. Determine gaps: Discuss the gaps, duplications, and augmentations that are discovered
and determine how the gaps and duplications will be addressed.
Links to Tool:
1. Service Mapping Tool with instructions https://learnwork.workforce3one.org/
view/2001126552554540652/info
2. Service Mapping Tool template https://learnwork.workforce3one.org/
view/2001126552554540652/info
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ELEMENT TWO
SERVICE MATRIX TEMPLATE PAGE 2 Agency Name________________________
SUPPORT SERVICE
INFORMATION SUPPORT SERVICE
DISTRIBUTION - The process INFORMATION
LABOR MARKET TRAINING PROVIDER of gathering and disseminating DISTRIBUTION - The process
INFORMATION INFORMATION information on vendors of gathering and disseminating
DISTRIBUTION - The DISTRIBUTION - The process and providers of support information on vendors and
process of gathering and of gathering and disseminating services, including childcare, providers of support services,
disseminating information information on agencies that transportation, healthcare including childcare, transportation,
on current and future job provide training, including (medical, dental, vision and healthcare (medical, dental, vision,
opportunities, including their locations and contact substance abuse assistance), and substance abuse assistance),
current job openings, information, costs/fee structures, legal, domestic violence, food, legal, domestic violence, food,
local businesses, career entrance requirements, clothing, housing, or utilities, clothing, housing, or utilities,
application processes, available that are necessary to enable an
Agency/ information, high demand financial aid opportunities,
that are necessary to enable an
occupations lists, UI rates, individual to participate in career individual to participate in career
Funding labor force characteristics, curriculum and current courses pathways services and/or to get pathways services and/or to get and
Source and employer information. offered, and performance data. and keep a job. keep a job.
Universal Target Universal Target Universal Target Universal Target

Tar: Tar: Tar: Tar:
Tar: Tar: Tar: Tar:
Self Staff Both Self Staff Both Self Staff Both Self Staff Both
Ind Group Both Ind Group Both Ind Group Both Ind Group Both
Stand Alone Stand Alone Stand Alone Stand Alone
Lang: Lang: Lang: Lang:
Days/Hrs: Days/Hrs: Days/Hrs: Days/Hrs:
Walk in Appt Both Walk in Appt Both Walk in Appt Both Walk in Appt Both
Fee Free Fee Free Fee Free Fee Free
Ser Area: Ser Area: Ser Area: Ser Area:
Universal Target Universal Target Universal Target Universal Target

Tar: Tar: Tar: Tar:
Tar: Tar: Tar: Tar:
Self Staff Both Self Staff Both Self Staff Both Self Staff Both
Ind Group Both Ind Group Both Ind Group Both Ind Group Both
Stand Alone Stand Alone Stand Alone Stand Alone
Lang: Lang: Lang: Lang:
Days/Hrs: Days/Hrs: Days/Hrs: Days/Hrs:
Walk in Appt Both Walk in Appt Both Walk in Appt Both Walk in Appt Both
Fee Free Fee Free Fee Free Fee Free
Ser Area: Ser Area: Ser Area: Ser Area:
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SECTION TWO
A Federal Funding Toolkit for State and Local/Regional Career

Pathways Partnerships, Funding Options Worksheet
Purpose: CLASPs career pathways funding Toolkit is designed is to help interagency state
teams identify and use Federal resources to support career pathways models. The latest
edition includes program profiles reflecting WIOA legislative and administrative changes to
key Federal programs.
Recommended User(s): Members of the leadership team at the state or local level
When to Use: Periodically to identify and/or capture resources from Federal sources that the
partnership has not leveraged.
How to Use:
Review the key tasks for building career pathways in the funding options worksheet.
Review the Federal program summaries and appendix on support services and complete
the worksheet with specific information.
Identify policy changes or actions needed to remove barriers to supporting career
pathways or to encourage wider use of Federal resources to support these approaches.
Link to Tool: http://www.clasp.org/documents/Toolkit-pdfs/worksheet.pdf
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SECTION TWO
Sample Partner Agreements
Purpose: The purpose of a partner agreement (also known as a Memorandum of

Understanding) is to outline the roles and responsibilities of each of the state/local players
within the state/local career pathways system.

Recommended User(s): Partners committing resources in the form of time, money, personnel,
etc. that have a stake in the state or local career pathways system.

When to Use: Initially when career pathways teams are established and agreements made
pertaining to the roles and responsibilities of each partner. The partner agreement should
be updated periodically, whenever roles and responsibilities change or new partners join the
team. Financial agreements should always be in writing.
How to Use: Reference the link below to see a sample of a completed partner agreement.
Typically, a partner agreement should include the following information. A state or local
leadership team can use the sample and this outline to help develop their own partnership
agreement.
I. Partner agency and corresponding funding sources

II. Partner agency and a list of their roles and responsibilities
III. Partner agencies joint responsibilities
IV. Intermediary, if agreed upon
V. Intermediary roles and responsibilities
VI. Resolution of Disagreement if present
VII. Amendment to agreement if changed
VIII. Duration of agreement
IX. Merger with previous agreements
X. Signature page
Link to Tool: https://learnwork.workforce3one.org/view/2001126942046585407/info
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SECTION TWO
Competency Model Clearinghouse
Purpose: To help business, educators, and workforce professionals identify the essential
knowledge, skills, and abilities necessary to complete job tasks that are essential to an
occupation within a business or industry sector. The competency model clearinghouse allows
one to add to existing competency models already vetted with employers, to edit an existing
model to account for changing industry requirements, or to delete a competency model that
is no longer valid.
Recommended User(s): Businesses, educators, and workforce professionals
When to Use: Whenever a business, educator, and/or workforce professional explores the
essential functions of a job and wishes to validate those functions against industry standards
in order to develop training programs for a specific job or group of related jobs within an
industry.
How to Use: The website provides step-by-step directions on how to build a competency
model.
Link to Tool: http://www.careeronestop.org/competencymodel/
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SECTION TWO
Career Pathways Resources
In addition to the tools referenced in Section 2.1, there are a variety of career pathways
related resources available online. The following resources were identified as helpful by the
developers of the Toolkit, Federal staff, and/or state and local partners who provided input
into the Toolkit during its development. Each resource is categorized by type (e.g., report,
webinar recording) and includes a brief description of the resource and a link to the website
where the resource can be found.
Career Pathways Catalogs and Clearinghouses
Career Pathways Toolkit Catalog

U.S. Department of Health and Human Services, Administration for Children and families
https://cpToolkitcatalog.peerta.acf.hhs.gov/
The Departments of Education, Health and Human Services, and Labor engaged in a joint
venture to catalog tools and Toolkits that promote actionable instructions on how to turn a
commitment to career pathways into a reality. Toolkits were selected for this catalog because
they provide clear action steps for starting a career pathways initiative and help different
sectorseducation, workforce, human services, industry, and policylearn to communicate
with each other about their resources and priorities.
CTE Clearinghouse: Business Partnerships and Community Involvement

Association for Career and Technical Education (ACTE).
https://www.acteonline.org/clearinghouse_partnerships/#.VLLN6NLF-So
Through business and community partnerships, CTE programs help students prepare for
the workforce and use their expertise to help the local community and those in need. The
following resources include articles, policy papers and peer-reviewed research as well as
electronic media on how to effectively partner with businesses and community organizations.
National Coalition of Certification Centers

http://www.nc3.net/
The National Coalition of Certification Centers (NC3) was established to address the need for
strong industry partnerships with educational institutions in order to develop, implement, and
sustain industry-recognized portable certifications that have strong validation and assessment
standards. The NC3 provides comprehensive curriculum development and access to skill-
standard certifications. Curriculum is developed collaboratively with industry experts and
educators and the certifications validate skill sets required to meet performance standards.
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A Resource Guide to Engaging Employers

Jobs for the Future, January 2015
http://www.jff.org/publications/resourceguide-engaging-employers
This resource guide presents working models of successful employer engagement and lessons
for securing and sustaining partnerships with employers. It was written to help education and
training providers fully realize the value of strategic, long-term, and intensive partnerships
with employers. The resource leads readers through a continuum of activities supporting
these partnerships, with each level involving deeper engagement and integration of employers
into the work.
Braided Funding Toolkit

Jobs for the Future, 2014
http://application.jff.org/braided_funding_Toolkit/
In Accelerating Opportunity, braided funding, the weaving together of various state, Federal,
and private funding streams, along with funding strategies, is critical to implementing
integrated career pathways. The Braided Funding Toolkit provides Accelerating Opportunity
state teams and colleges with resources to identify the major Federal and state funding
streams that may be available to support integrated career pathways and their students. The
Toolkit, built in part from the Center for Law and Social Policys Federal Funding for Integrated
Service Delivery Toolkit, is designed to support state and college teams through the complex
process of developing a comprehensive, sustainable funding model for integrated pathways.
Career and Technical Programs of Study: A Design Framework

U.S. Department of Education, Carl D. Perkins Career and Technical Education Act of 2006
http://cte.ed.gov/initiatives/programs-of-study
This brief outlines the career and technical programs of study design framework developed
by the Office of Career, Technical, and Adult Education in order to receive Perkins funds.
The framework identifies a system of 10 components that, taken together, support the
development and implementation of effective programs of study.
Career Ladders for the Hard to Employ

Social Policy Research Associates, September 2010
Commissioned by U.S. Department of Labor
http://www.careerladdersproject.org/docs/Issue%20Brief.pdf
Based on the successful practices employed by a range of career pathways programs for
low-skill, unemployed individuals, this presents a set of six principles that should be the basis
for the development of any program intending to use career ladder strategies as a means of
bringing hard-to-place individuals into the workforce and keeping them there.
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SECTION TWO
Creating Career Pathways for Frontline Health Care Workers

Jobs for the Future, January 2011
http://www.jff.org/publications/creating-career-pathways-frontline-health-care-workers
An effective, efficient workforce is essential to addressing rising costs in the health care
industry. Nevertheless, effective investments in career advancement for frontline health care
workers are limited. Creating Career Pathways for Frontline Health Care Workers focuses
on promising practices drawn from Jobs to Careers. At 17 sites around the country, the
initiative explores new ways to help frontline health care workers get the skills they need to
provide quality care and build a sustainable career. It helps health care providers improve the
quality of patient care and health services by building the skills and careers of their frontline
employees.
Effective Case Management: Key Elements and Practices from the Field
Mathematica Policy Research, June 2011. Commissioned by U.S. Department of Labor
http://www.mathematica-mpr.com/~/media/publications/PDFs/labor/case_management_brief.pdf
This issue brief provides examples of key elements and practices for effective case
management in the workforce system. It provides examples of state and local tools, processes,
and policies designed to create or improve case management. An annotated list of relevant
case management resources is also included.
Employer Resource Networks - Uniting Businesses and Public Partners to Improve Job
Retention and Advancement for Low-Wage Workers
Mathematica Policy Research, June 2010. Commissioned by U.S. Department of Labor
http://www.mathematica-mpr.com/~/media/publications/PDFs/labor/WIRED_brief1.pdf
This issue brief describes the Employer Resource Network (ERN), an innovative, employer-
based model that pulls together a consortium of small- to mid-size businesses to provide
job retention services, work supports, and training opportunities for entry-level employees,
many of whom are receiving public assistance. ERNs also include strong partnerships with
other service delivery systems and organizations such as social service agencies, workforce
development agencies, chambers of commerce, and community and technical colleges. To
date, this particular employer-based service model has been implemented at six sites within
four counties in Michigan, involving 45 employers. The following description is intended
to provide an overview of key features of the ERN model so that other employers and
government agenciesmost notably workforce development agenciesmay consider whether
and how ERNs or a similar approach might be used to develop new services or enhance
existing ones in their own local communities.
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SECTION TWO
The First Year of Accelerating Opportunity: Implementation Findings from the States and
Colleges
Jobs for the Future, September 2014
http://www.jff.org/publications/first-year-accelerating-opportunity-implementation-findings-
states-and-colleges
Beginning in 2012, the Accelerating Opportunity initiative provided $1.6 million in grants to five
states. The grants were to help community colleges create career pathways programs to enroll
students with low basic skills into for-credit career and technical education courses to improve
their educational and employment outcomes. A rigorous and comprehensive evaluation of
Accelerating Opportunity includes a non-experimental impact study, an implementation
study, and a cost-benefit analysis. This first report provides key findings on the pathways,
students, resources, partnerships, culture shifts, and policy developments from the first year of
implementation of the initiative.
Framework for Measuring Career Pathways Innovation

Center for Law and Social Policy (CLASP), February 2013
http://www.nationalresourcenetwork.org/en/Document/305891
This working paper examines three elements of career pathways metrics development and
provides an overview of what state and local/regional career pathways systems have done in
relation to those elements.
Funding Career Pathways and Career Pathway Bridges: A Federal Policy Toolkit for States
Center for Law and Social Policy, February 2015
http://www.clasp.org/issues/postsecondary/pages/funding-career-pathways-and-career-
pathway-bridges-a-Federal-funding-Toolkit-for-states
Earlier editions of this funding Toolkit were widely cited and used at the Federal, state, and
local levels. This new edition includes revised program profiles reflecting the Workforce
Innovation and Opportunity Act legislative and administrative changes to key Federal
programs. Of all the elements of career pathways, support services are among the most
important to student success; they are also the most difficult to fund. An updated appendix
identifies 10 Federal funding sources that can be used to provide a wide range of support
services for participants in career pathways.
Innovative Strategies for Increasing Self-Sufficiency Study

U.S. Department of Health and Human Services, Administration for Children and Families, April
2014
http://www.acf.hhs.gov/programs/opre/resource/innovative-strategies-for-increasing-self-
sufficiency-study
This summary is an easy-to-read overview of the Innovative Strategies for Increasing Self-
Sufficiency project: a major national effort to evaluate the effectiveness of nine career
pathways programs using an experimental design. The summary includes the framework for
career pathways programming, the promise of these programs, and a list of the nine programs
being evaluated in the study.
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SECTION TWO
Leveraging Funding Opportunities for Disadvantaged Populations: Strategies and Sources

Social Policy Research Associates, September 2010. Commissioned by the U.S. Department of
Labor
http://www.mathematica-mpr.com/~/media/publications/pdfs/labor/wired_brief2.pdf
In this information and resources are provided that are intended to help strategic leaders in
the workforce and career development fieldsas well as their counterparts in education and
social servicesleverage funding to support the comprehensive needs of disadvantaged
populations. Readers will find four key elements: strategies for leveraging funding to support
services for disadvantaged populations; tips for locating funding and for navigating websites
containing Federal grant information; an index of existing Federal grants relevant to agencies,
organizations, and alliances providing services; and systems development to reach and
support disadvantaged populations.
Pathways to Prosperity Network: A State Progress Report, 2012-2014

Jobs for the Future, August 2014
http://www.jff.org/sites/default/files/publications/materials/Pathways-to-Prosperity-for-
Americas-youth-080514.pdf
The Pathways to Prosperity Network includes eight state membersCalifornia, Georgia,
Illinois, Massachusetts, Missouri, New York, Ohio, and Tennesseedoing significant work in
creating career pathways in grades 9-14. Two more states, Arizona and Delaware, joined the
Network in June 2014. This report is a letter to the field about whats been accomplished to
date. As is often the case in such initiatives, the results thus far are due to a combination of
good luck, good timing, deep knowledge of implementation, and a simple but urgent message
and strategy. The unique stories of the developments in each state are included in this report,
as well as observation and description of key aspects of this work across the states in the
Network as a group.
Policy to Performance Toolkit

U.S. Department of Education, 2012
https://lincs.ed.gov/professional-development/resource-collections/profile-187
The Policy to Performance Toolkit is designed to provide state adult education staff and key
stakeholders with guidance and tools to use in developing, implementing, and monitoring
state policies and their associated practices that support effective state ABE to postsecondary
transition systems. It is based on the processes and findings from the Policy to Performance
project. The tools and practices utilized in the project were compiled into a comprehensive
and interactive Toolkit that provides users with guidance and strategies for strengthening
existing or developing new ABE state transition systems. The Policy to Performance Toolkit
offers users downloadable resources and writable tools, as well as provides examples of how
participating states applied the tools and processes discussed in the Toolkit.
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Policy Meets Pathways: A State Policy Agenda for Transformational Change

Jobs for the Future, December 2014
http://www.jff.org/publications/policy-meets-pathways-state-policy-agenda-transformational-change
Policy Meets Pathways: A State Policy Agenda for Transformational Change argues that
campuses and states must do more than establish metrics for success, change transfer
policies, provide better academic advising, and support pilots targeting specific student
subgroups. Community colleges need to redesign pilot projects and ad hoc interventions into
structured or guided pathways that reshape every step of the student experience. States need
to redouble their efforts to modernize policies, and develop more effective approaches that
support campuses and build capacity to strengthen implementation.
The Promise of Career Pathways Systems Change and Initiatives

Jobs for the Future, July 2012. Commissioned by the U.S. Department of Labor
http://www.jff.org/publications/promise-career-pathways-systems-change
This paper, written for the U.S. Department of Labor by Jobs for the Future, focuses on the
various roles and actions that Workforce Investment Act (WIA) systems, including state and
local Workforce Investment Boards, One-Stop Career Centers, and service providers, can
undertake with other system partners in the development and implementation of successful
career pathways systems.
Relationship Between WIOA Performance Measures and Alliance for Quality Career Pathways
Metrics
Center for Law and Social Policy, January, 2015
http://www.clasp.org/resources-and-publications/publication-1/Relationship-between-WIOA-
Performance-Measures-and-AQCP-Career-Pathway-Metrics-1.pdf
This paper looks at the relationship between the WIOA performance measures and the metrics
developed by the Alliance for Quality Career Pathways. WIOA includes common performance
measures, or primary indicators of performance, for its six core programs (Title I Youth
program, Title I Adult program, Title I Dislocated Worker program, Title II Adult Education
and Family Literacy program, Title III Employment Service, and Title IV Rehabilitation Services
program). While there are variations in the Title I Youth program and Title III Employment
Service, most measures are consistent across all six programs. This is the broadest application
to date of common measures across the workforce system; it signals Congressional intent to
promote more integrated programming and accountability at the state and local levels.
Shared Accountability in WIOA and Career Pathways

Center for Law and Social Policy, December 2014
http://www.clasp.org/resources-and-publications/publication-1/WIOA_sharedaccountability.pdf
In order to broaden the discussion about shared accountability across various programs,
this paper provides a working definition and outlines WIOA provisions that encourage greater
integration of accountability policies. It also describes the policy components that comprise
a performance management system. The paper then presents a proposed framework for
how shared accountability could be implemented through these policy components; it
includes six distinct levels of progressively greater policy integration. This framework is based
on discussions that took place during the development of the Alliance for Quality Career
Pathways (AQCP) participant metrics. Finally, the paper includes questions to guide further
discussion of shared accountability.
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Shared Vision, Strong Systems: The Alliance for Quality Career Pathways Framework Version 1.0
Center for Law and Social Policy, June 2014
http://www.clasp.org/resources-and-publications/files/aqcp-framework-version-1-0/AQCP-
Framework.pdf
The AQCP 1.0 Framework is a concrete resource to assist with the Alliances goal and
objectives. The framework includes three parts: a) definitions and a conceptual model, b)
criteria and indicators for quality career pathways systems, and programs, and c) career
pathways participant metrics.
State Sector Strategies Coming of Age: Implications for State Policy Makers
National Governors Association, January 2013
http://www.nga.org/cms/home/nga-center-for-best-practices/center-publications/page-ehsw-
publications/col2-content/main-content-list/state-sector-strategies-coming-o.html
This paper offers a snapshot of sector strategies, an overview of what makes them different
from traditional workforce and economic development programs, and a description of actions
that state administrators and policymakers can take as part of a policy framework to support
the strategies creation and effective operation.
Statewide Data as a Lever for Systems Change: Experiences and Lessons from Shifting Gears
The Joyce Foundation, September 2010
http://www.joycefdn.org/shifting-gears/reports/
As part of their work to make state education and skills development systems work better for
low-skilled adults, states in the Shifting Gears initiative are using data to better understand
and document low-skilled adult education and skills-development issues, and to help build
awareness and support for improved public policies as well as institutional and systems
change. This paper describes how each of the Shifting Gears states are using data to foster
improvements in policy and practices and highlights the lessons learned from the work that
has been done to date.
Strengthening State Systems for Adult Learners: An Evaluation of the First Five Years of
Shifting Gears
The Joyce Foundation, December 2014
http://www.joycefdn.org/shifting-gears/reports/
An evaluation of five years of investments in six states to significantly increase the number
of low skilled adults with the education and skills they need to succeed in the 21st century
economy. The overarching evaluative questions answered by this report from the first five
years of Shifting Gears are: 1)To what extent did states began to adopt and implement an
innovative strategy to improve transitions from adult basic education into community and
technical colleges, including serving participants in these new ways? 2) What are the factors
that influenced progress in the states to adopt and implement these innovative strategies
during the initiative?
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Using Dashboards for State Workforce Planning

National Skills Coalition, February 2015
https://www.nationalskillscoalition.org/resources/publications/file/sweap_using_dashboards_
for_state_workforce_planning.pdf
This report explains how states can create dashboards to help state policymakers assess key
outcomes across their states education and workforce programs, and in turn, set workforce
policies that help residents get jobs while providing employers with skilled workers. A small
handful of states have created highly functional, easily accessible, and comprehensible
dashboards with rich content about a wide array of workforce and education programs and
their outcomes. Drawing on the experience of some of these states, this report describes the
steps that states can take to create dashboards, and how they can be used for state workforce
planning and policymaking.
Using Pathway Evaluators for State Workforce Planning

National Skills Coalition, February 2015
http://www.nationalskillscoalition.org/resources/publications/file/SWEAP_Pathway_
Evaluator_Report.pdf
This report explains how states can create and use pathway evaluator tools to better
understand what pathways achieve the best labor market outcomes for which groups of
people. The paper discusses the basic pieces of information necessary to create pathway
evaluators, including: choosing populations of interest; defining cross-program participation;
and identifying shared outcomes. It also describes the data systems required to create
pathway evaluators and the policy issues that must be addressed to support such data
systems. It explains how pathway evaluators can be used to inform career pathway policies
and practices, providing examples from Washington State and Texas. While pathway evaluator
findings thus far have mostly been presented in a static, report format, this paper describes
the next generation of pathway evaluator tools that are web-based and interactive. This paper
concludes with a list of considerations for policymakers and analysts who want to create
pathway evaluator tools.
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Relevant Federal Websites and Initiatives

Advancing CTE in State and Local Career Pathways Initiative
U.S. Department of Education, Office of Career, Technical and Adult Education (USED/
OCTAE), October, 2012
http://cte.ed.gov/initiatives/advancing-cte-in-state-and-local-career-pathways-system
The Office of Career, Technical, and Adult Education (OCTAE) launched a three year project
in October 2012 to advance career and technical education (CTE) in state and local career
pathways systems, which are designed to prepare students to transition into careers and
college. The initiative builds on the U.S. Department of Labors (DOL) Career Pathways
Technical Assistance Initiative, and is designed to help states integrate CTE programs of study
into broader career pathways system development efforts already underway. In January 2013,
five states were selected for participation through a competitive process: Colorado, Kansas,
Massachusetts, Minnesota, and Oregon. Each state team has a coach and subject matter
experts available to help them develop and implement their action plan and achieve their
goals. A contract was awarded to Jobs for the Future to lead the state coaches using key
elements, strategies, and tools presented in the Career Pathways Toolkit: Six Key Elements
for Success. The coaches and experts will adapt and augment the strategies in the Toolkit to
meet the personalized needs of the states. The state teams will receive technical assistance
through online and face-to-face meetings and by sharing information, resources, and ideas
with other participating state teams via a web presence. In August 2013, the U.S. Department
of Transportation (USDOT) invested funds to support activities that focus on Transportation
Career Pathways.
Forging New Pathways: The Impact of the Breaking Through Initiative in Michigan
Jobs for the Future, November 2012
http://www.jff.org/publications/forging-new-pathways-impact-breaking-through-initiative-
michigan
The Michigan Center for Student Success commissioned this study to determine whether
strategies employed to improve adult students success at 41 Breaking Through colleges
nationwide have taken root at Michigans original colleges and spread beyond them. A
statewide survey revisited four of the colleges profiled in previous publications, and the
research looked more closely at two additional colleges that have experimented with Breaking
Through-type programs.
From the Ground Up: Creating Sustainable Partnerships between Public Housing Authorities
and Workforce Investment Boards
U.S. Department of Housing and Urban Development and U.S. Department of Labor, Spring
2014
http://portal.hud.gov/hudportal/documents/huddoc?id=14_dol_publication.pdf
This partnership encourages Public Housing Authorities (PHAs) to work collaboratively with
Workforce Investment Boards (WIBs) and the American Job Center network (formally known
as the One-Stop Career System or One-Stop locations) in identifying opportunities to train
and place public housing residents into jobs created by PHAs capital improvement projects.
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Joint Career Pathways Letter

U.S. Departments of Education, Labor, and Health and Human Services, April 2012
http://wdr.doleta.gov/directives/attach/TEN/ten_36_11_att.pdf
A joint letter from three Federal agencies committing to an on going partnership to build
strong state and local career pathways systems.
Office of Apprenticeship
U.S. Department of Labor
http://www.doleta.gov/OA/
The U.S. Department of Labors Office of Apprenticeship offers employers in every industry
the tools to develop a highly skilled workforce to help grow their business. For workers,
the Office of Apprenticeship offers opportunities to earn a salary while learning the skills
necessary to succeed in high-demand careers. The link includes more information for both
employers and workers, as well as information about grant funding opportunities to support
employers and workers.
Pathways for Youth Employment: Federal Resources for Employers

The White House, February 2015
https://www.whitehouse.gov/sites/default/files/docs/pathways_for_youth_employment_
Federal_resources_for_employers_feb_2015.pdf
This handbook outlines a number of Federal resources available to organizations that offer
entry-level opportunities to young adults, including at-risk youth. Many of these resources
are available to all employers, including private businesses, non-profits, faith and secular
community-based organizations, public agencies, Indian tribes, labor organizations and
academic institutions. Additional resources may be available on a state and regional level.
Statewide Longitudinal Data Systems (SLDS)

U.S. Department of Education, November 2005
http://www2.ed.gov/programs/slds/factsheet.html
The program provides grants to states to design, develop, and implement statewide P-20
longitudinal data systems to capture, analyze, and use student data from preschool to high
school, college, and the workforce
Workforce Data Quality Initiative

U.S. Department of Labor, 2010
http://www.doleta.gov/performance/workforcedatagrant09.cfm
In 2010, the U.S. Department of Labor (DOL) launched round one of WDQI to fund
development of state workforce longitudinal databasesa joint undertaking with the U.S.
Department of Education (ED) that will build on the Statewide Longitudinal Data Systems
(SLDS) initiative that ED has underwayto encourage the development of state education
and workforce longitudinal administrative databases. Collecting these and other data sources
longitudinally will provide a comprehensive picture of workers earnings throughout their
careers. Through analysis, these data will demonstrate the relationship between education and
training programs, as well as the additional contribution of the provision of other employment
services.
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State and Local Program Profiles, Resources, and Tools
Career Clusters Guidance

Kansas State Department of Education, 2014
http://www.ksde.org/Portals/0/CSAS/CSAS%20Home/CTE%20Home/Career_Cluster_
Pathway/2014-2015%20Cluster%20Handbook.pdf
Career cluster pathways are designed to provide a smooth transition from postsecondary
education (community colleges, technical colleges, and universities), apprenticeship
opportunities, the military, and/or the workplace. Stakeholders from education, business, and
industry developed the courses that enable the transition. Kansas has developed 36 pathways
that address the needs for high skill, high wage, and high demand careers in the 21st century.
Career Pathways Roadmap Portfolio

Portland Community College
http://www.pcc.edu/career/pathways/RoadMapPortfolio.html
Roadmaps are user-friendly, visual representations of the interaction between educational
programs, and labor market information that assist students with their career and educational
decision-making. Common elements of roadmaps include skill set breakdowns, labor
market forecasts, occupational information, and college courses associated with certificates,
credentials, and degrees leading to employment in the particular field. Portland Community
College in Oregon has assembled a variety of roadmaps for careers and educational
programs in areas such as accounting, computer information systems, gerontology, and retail
management.
Kentucky Center for Education and Workforce Statistics

http://kcews.ky.gov/
The Kentucky Center for Education and Workforce Statistics (KCEWS) collects and links data
to evaluate education and workforce efforts in the Commonwealth. This includes developing
reports and providing statistical data about these efforts so policymakers, agencies, and the
general public can make better informed decisions.
Implementing the Colorado Blueprint through Regional Sector Partnerships

Collaborative Economics and the Woolsley Group on behalf of the Colorado Workforce
Development Council, 2014
http://www.sectorssummit.com/Toolkit/
The Sectors Summit Toolkit has been assembled to help interested organizations and
individuals implement sector partnerships. Inside the Toolkit users find a number of valuable
resources, specially designed to support efforts to expand regional workforce, education and
economic development partnerships with industry for Colorado.
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Ohio Stackable Certificate: Models for Success

Community Research Partners, February 2008
http://www.workingpoorfamilies.org/pdfs/Ohio_Stackable.pdf
Based on the research findings, CRP developed a proposed framework for Ohios system
of stackable certificates that is most likely to produce success for adults, employers, and
education programs. The framework, which builds upon and augments existing Ohio program
models, is designed to deliver pre-college academics and for-credit job training to adults
whose math, reading, writing, or language skills fall somewhere between a sixth grade level
and a high school credential. These are the adults with the greatest barriers to moving to a
level of the postsecondary education system where they can earn college credits.
Oregon Career Pathways Web Tool Open Source Mapping Software

The Oregon Department of Community Colleges and Workforce Development (USDOL/ETA)
http://oregon.ctepathways.org
USDOL/ETA (working in partnership with Oregons 17 community colleges through the
Oregon Pathways Alliance) developed the Career Pathways Roadmap Web Tool to provide
visual maps using web technology for students and citizens to learn more about education,
training, occupations, careers, and the labor market in Oregon. State agencies, educational
institutions, and organizations are welcome to download the source code to develop a
comparable Web Tool for the students and citizens in their state or region. The Web Tool
was developed with funds from the US Department of Labor, Employment and Training
Administration (USDOL/ETA) and the Oregon Community College.
Oregon Student Persistence and Completion Initiatives

http://ccwd.oregon.gov/studentsuccess/default.aspx
A graphic that describes Oregons journey in implementing career pathways. It provides
milestones and momentum points from pre-college courses to certificate degree completion.
The website also lists links to 27 best practices from Oregon.
Self-sufficiency Calculator for Washington State

Workforce Development Council of Washington State, 2013
http://thecalculator.org/
The calculator measures how much income is needed for a family of a given composition
ranging from a one-person household to a large familyin a given place, to adequately meet
its basic needs without any public or private assistance.
Smart Investments Real Results: A Net Impact Evaluation of Minnesotas Workforce

Development System and Initial Findings
Minnesota Department of Employment and Economic Development, January 2015
http://www.gwdc.org/initiatives/roi/
A net impact evaluation measures the outcomes of program participants compared against a
control group of similar non-participants. It uses advanced statistical techniques to account
for factors like participant demographics, work history, and local economic conditions, seeking
to isolate the impact of the program itself.
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Webinars and Training Videos
Best Practices for Career Pathways and Credentials: the Minnesota and Kansas Models
U.S. Department of Labor. Webinar held January 10, 2014
https://careerpathways.workforcegps.org/announcements/2015/02/18/12/22/Best_Practices_
for_Career_Pathways_and_Credentials
States and local areas across the country are developing career pathways models to better
align education and training programs with employer needs. This archived webinar highlights
two of those models to provide specific how to information for others interested in
developing career pathways initiatives.
Career Pathways Initiative: Building Cross-Agency Partnerships

U.S. Department of Labor and Social Policy Research Associates Webinar held March 2011
https://www.workforce3one.org/view/5001104843457641130/info
This webinar provides an introduction of the elements of cross-agency partnerships, with
highlights of three promising partnerships. For career pathways to succeed, multiple
organizations must collaborate to support career entry and job advancement in the target
sector. Career pathways partnerships often involve educational entities, workforce and
economic development organizations, community organizations, and employers. While the
composition and roles in an actual partnership will depend on the goals of the effort, the pre-
existing relationships among the prospective partner organizations and the capacities and
resources of each provide the building blocks of a career pathways system.
Dollars and Sense: Using Federal Resources to Fund Career Pathways and Bridges
Center for Law and Social Policy, November 2010
http://www.clasp.org/resources-and-publications/webinar-dollars-and-sense-using-Federal-
resources-to-fund-career-pathways-and-bridges
This webinar provides information about how interagency state teams can braid together
Federal funds to create a customized career pathways funding strategy. Program directors talk
about their states funding strategy and how theyre using career pathways to help low-skilled
adults and youth attain postsecondary credentials and achieve economic mobility.
Train-the-Trainer at West-Mec, Phoenix, Arizona

National Center for Career Certification Centers, March 2015
https://www.youtube.com/watch?v=e_svey34dbg
A video created during a train-the-trainer session for college level instructors, which
demonstrates the power and importance of creating stackable credentials for students with
curriculum that is employer-vetted and approved by industry. The video was produced by the
National Center for College and Career Transitions (NC3T).
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Your Career, Your Future

Wisconsin Technical Colleges, 2013
https://www.youtube.com/watch?v=xNh26wXJySQ
A video prepared to aid students in selecting a career field that is in demand in their local
labor market.
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CAREER PATHWAYS
REFERENCES
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CAREER PATHWAYS REFERENCES
Career Pathways Glossary
Ability to Benefit (ATB): Students who lack a high school diploma or High School Equivalency
certification can qualify for Pell Grants by demonstrating their capacity to succeed in a
higher education program either through passing a government-approved test or through
satisfactory completion of six credit hours towards a certificate of degree.
For more info see: http://www2.ed.gov/policy/highered/reg/hearulemaking/2009/atb.html
Academic Credit: The unit of measurement an institution awards when the determined course
or subject requirement(s) is fulfilled.
Accredited: The goal of accreditation of educational programs is to ensure that the education
provided by institutions of higher education meets acceptable levels of quality. The U.S.
Department of Education maintains a website on Accreditation in the United States at http://
www2.ed.gov/admins/finaid/accred/index.html that provides lists of regional and national
accrediting agencies recognized by the US Secretary of Education as reliable authorities
concerning the quality of education or training offered by the institutions of higher education.
Adult Basic Education (ABE): Also referred to as ABS (Adult Basic Skills). Refers to pre-
college, non-credit instruction in reading, writing, mathematics, and English language
skills, to help adult learners obtain a High School Equivalency (HSE) credential or enroll in
postsecondary education.
Apprenticeship: Apprenticeship is a combination of on-the-job training and related instruction
in which workers learn the practical and theoretical aspects of a highly skilled occupation.
Apprenticeship programs can be sponsored by individual employers, joint employer and labor
groups, and/or employer associations. The Department of Labors role is to safeguard the
welfare of apprentices, ensure equality of access to apprenticeship programs, and provide
integrated employment and training information to sponsors and the local employment and
training community.
Apprenticeship Certificate: The Registered Apprenticeship system offers two types of
credentials:
Certificate of completion of an apprenticeship program; and
Interim credentials.
The Apprenticeship Certificate means documentary evidence that the Office of
Apprenticeship has approved a set of National Guidelines for Apprenticeship Standards
developed by a national committee or organization, joint or unilateral, for policy or guideline
use by local affiliates, as conforming to the standards of apprenticeship set forth in 29 CFR
part 29.5: a registration agency has established that an individual is eligible for probationary
employment as an apprentice under a registered apprenticeship program; a registration
agency has registered an apprenticeship program as evidenced by a certificate of registration
or other written indicia; a registration agency has determined that an apprentice has
successfully meet the requirements and demonstrated the acceptable skill levels to receive an
interim credential; or a registration agency has determined that an individual has successfully
completed an apprenticeship.
Assessment: The use of standardized instruments, interviews, or other means to determine
factors that may contribute to the success of students in career and technology programs.
These factors may include interest, aptitude, academic achievement, work experience, learning
style, work values, and other traits. Assessment may also be administered to determine
progress attained by students during training or areas of need to address through remediation.
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AA (Associate of Arts) Degree: The Associate of Arts degree normally requires at least two,
but less than four, years of full-time equivalent college work and can be applied toward a
Bachelor of Arts degree.
AAS (Associate of Applied Science) Degree: The AAS degree (with the occupational field
specified) prepares an individual to enter skilled and/or paraprofessional occupations or to
upgrade or stabilize their employment. Certain courses/certificates within the degree or the
entire AAS degree apply towards a baccalaureate degree at some four-year institutions.
AS (Associate of Science) Degrees: The Associate of Science Degree normally requires at
least two, but less than four, years of full-time equivalent college work and can be applied
toward a Bachelor of Science Degree.
Basic Skills: Basic academic and tutorial services designed to increase literacy levels, upgrade
literacy, and improve listening and speaking skills.
Braided Funding: Braided funding is a funding and resource allocation strategy that taps
into existing categorical funding streams and uses them to support unified initiatives in
as flexible and integrated a manner as possible. Braided funding streams remain visible to
program operators but invisible to the participants benefiting. Braided funding maximizes
the strengths of each partner and builds an overall more effective system. Each public funder
maintains responsibility for tracking and accountability of its funds.
Bridge Programs: Programs designed for individuals whose skills do not meet minimum
requirements for degree certificate programs. Bridge programs allow learners to start from
their current skill level and develop the basic skills they need to begin the training program
that is their ultimate goal. Pre-college bridge programs provide low-skilled adults with
on-ramps (entry points) to postsecondary education and training. These are generally
accelerated or contextualized programs that integrate adult basic education (including, as
appropriate, English language learners) with occupational skills training and result in credit-
bearing certificates and degrees that are valued by employers and can be applied toward
additional education or training.
Career Academies: Operating as schools within schools, career academies are small learning
communities, which are organized around such themes as health, business and finance,
computer technology, and the like. Academy students take classes together, remain with
the same group of teachers over time, follow a curriculum that includes both academic
and career-oriented courses, and participate in work internships and other career-related
experiences outside the classroom. Over time, improving the rigor of academic and career-
related curriculum has become an increasingly prominent part of the career academies
agenda.
Career Awareness: Activities designed to help students understand the role of work, ones
own uniqueness, and basic knowledge about different occupations.
Career Technical Education (CTE): Career and technical education is a term applied to
schools, institutions, and educational programs that specialize in career-focused programs
that prepare students both for college and careers. Career and technical education programs
offer both academic and career-oriented courses, and many provide students with the
opportunity to gain work experience through work-based learning, such as internships, on-
the-job training, and industry-certification opportunities. Career and technical education
programs provide a wide range of learning experiences spanning many different career
fields and industry sectors. Career and technical education may be offered in middle schools,
high schools, vocational-technical schools, or through community colleges and other
postsecondary institutions and certification programs.
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Career Clusters: A group of occupations and broad industries based on common knowledge
and skills.
Career Interest Inventory: Carefully constructed questionnaires that enable an individual to
identify preferred activities that are then correlated to career clusters
Career Ladder/Career Lattices: Career ladders and lattices consist of a group of related
jobs that make up a career. They often include a pictorial representation of job progression
in a career, as well as detailed descriptions of the jobs and the experiences that facilitate
movement between jobs. Career ladder/lattices are not necessarily organization-specific; they
frequently span multiple organizations because movement within one organization may not
be possible. Career ladders display only vertical movement between jobs. In contrast, career
lattices contain both vertical and lateral movement, and may reflect more closely the career
paths of todays work environment.
Career Pathways: The term career pathway means a combination of rigorous and high-
quality education, training, and other services that:
Aligns with the skill needs of industries in the economy of the state or regional economy
involved;
Prepares an individual to be successful in any of a full range of secondary or postsecondary
education options, including registered apprenticeships;
Includes counseling to support an individual in achieving the individuals education and
career goals;
Includes, as appropriate, education offered concurrently with and in the same context as
workforce preparation activities and training for a specific occupation or occupational
cluster;
Organizes education, training, and other services to meet the particular needs of an
individual in a manner that accelerates the educational and career advancement of the
individual to the extent practicable;
Enables an individual to attain a secondary school diploma or its recognized equivalent and
at least one recognized postsecondary credential; and
Helps an individual enter or advance within a specific occupation or occupational cluster.
Carl D. Perkins Career and Technical Education Act of 2006: Federal legislation approved
in 2006 with the purpose to more fully develop the academic, career, and technical skills
of secondary and postsecondary education students who elect to enroll in career and
technical education programs. Perkins funds provide limited resources for the development,
improvement, and operation of CTE programs. For more information see: http://www2.
ed.gov/policy/sectech/leg/perkins/index.html
Case Management: Case Management is the responsibility for directing and managing a
students participation in the program, which typically includes non-instructional activities
such as recruitment, retention, program component navigation, life skill or life issue assistance,
academic, career or personal counseling, financial aid guidance, and other supportive services.
Certificate: A formal award certifying the satisfactory completion of a postsecondary
education program.
Certification/Personnel Certification: A certification indicates that the individual has acquired
the necessary knowledge, skills, and sometimes personal attributes (based on a formal study)
to perform a specific occupation or skill. The certification process is based on a formal study
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that has validated the necessary knowledge, skills, and sometimes personal attributes that
have been assessed (through examinationsthat have been determined to be fair, valid, and
reliable) and affirmed (re-certification) at a designated interval. The certificate that is given is
owned by the certification body and can be taken away from the certified person for reasons
of unethical behavior or incompetence after an appropriate process.
Chunked Curriculum: Also referred to as modularized curriculum. Curriculum that is
divided into more manageable chunks or modules with the purpose of improving degree
completion rates among non-traditional learners. Generally, each chunk leads to employment
and connects to the next chunk, eventually leading to completion of an industry-recognized
professional-technical degree. Chunking is one element in a comprehensive career pathways
system.
Core Academic Subjects: The term core academic subjects means English, reading or
language arts, mathematics, science, foreign languages, civics and government, economics,
arts, history, and geography.
Competency-based Curriculum: A program of study based on competency models that
identify the knowledge, skills, and abilities necessary to successfully perform critical work
functions in an industry or occupation.
Contextualized Instruction: Instruction that embeds traditional academic content (e.g.,
reading, writing, mathematics) within content that is meaningful to students daily lives and/or
interests. Information is usually related to general workplace skills or a specific field or trade.
Credentials: There are many different types of credentials offered or awarded by various types
of organizations. Within the context of education, workforce development, and employment
and training for the labor market, the term credential refers to a verification of qualification or
competence issued to an individual by a third party with the relevant authority or jurisdiction
to issue such credentials (such as an accredited educational institution, an industry-
recognized association, or an occupational association or professional society).
The range of different types of credentials includes:
Educational diplomas, certificates, and degrees;
Registered apprenticeship certificates;
Occupational licenses (typically awarded by state government agencies);
Personnel certifications from industry or professional associations; and
Other skill certificates for specific skill sets or competencies within one or more industries
or occupations (e.g., writing, leadership, etc.).
Some of these credentials are further defined and described in this glossary.
Credit for Prior Learning or Work Experience: Another type of assistance that the workforce
system can leverage to help individuals attain credentials is to explore all avenues to help
them attain credit for prior learning and work experience. Gaining postsecondary educational
credit for prior learning or experience can help individuals earn credentials more quickly
and can reduce total tuition or training costs since an individual may not be required to take
certain courses. The Council on Adult and Experiential Learning (CAEL) catalogs an array of
technical assistance on prior learning assessment resources to support the granting of credit
for prior learning or work experience.
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Credit Hours: Credit hours are the building block components of educational credentials
(diploma, certificate, and degree).
CTE Program Advisory Committee: A CTE program advisory committee is a group
of individuals whose experience and abilities represent a cross section of a particular
occupational area. The primary purpose of the CTE program advisory committee is to assist
educators in establishing, operating, and evaluating the CTE programwhich serves the needs
of the students, the community, and the business/industry partnersand to provide expertise
and insight about current/future industry and technological changes.
Curriculum Mapping: Aligning or mapping curriculum to standards to ensure all students
arrive at the final destination: mastery of core knowledge.
Customized Training: designed to meet the special requirements of an employer or group
of employers, conducted with a commitment by the employer to employ all individuals upon
successful completion of training. The employer must pay for a significant share of the cost of
the training.
Degree: An award conferred by a college, university, or other postsecondary education
institution as official recognition of the successful completion of a program of study.
Dual Enrollment/Dual Credit: Postsecondary enrollment option that allows secondary
students to enroll in courses at institutions of higher education. The intent of the program is
two-fold: (1) to provide students with opportunities for additional academic challenges and
rigor, and (2) to offer an alternative educational setting, which may stimulate interest and
motivation in learning.
English Language Acquisition Program: Designed to help eligible individuals who are English
language learners achieve competence in reading, writing, speaking, and comprehension
of the English language; and that leads to attainment of a secondary school diploma
or its recognized equivalent; and transition to postsecondary education and training or
employment.
English Language Learner: An individual whose national language is a language other than
English, or who lives in a family or community environment where a language other than
English is the dominant language.
Fast-Track Programs: Fast-Track programs are accelerated programs that allow non-traditional
learners to pace themselves according to their time availability and skill level. Fast-Track
programs are designed to learn basic skills like literacy and math in the context of their
career interest, making learning more relevant. Fast-Track programs are paced to meet the
time commitments of non-traditional learners and may be offered on different schedules
than conventiaonal courses, thereby addressing their barriers to attending traditional course
shedules. The goal of any Fast-Track program is for the learner to obtain some type of
industry-recognized credential.
Faculty: Faculty includes the professors, teachers, and lecturers of a university or college.
Generally, the faculty is responsible for designing and disseminating the plans of study offered
by the institution. The term is also used at the secondary system.
High-demand Occupations: Occupations having more than the median number of total
(growth plus replacement) openings for statewide or a particular region.
High School Diploma or Rcognized Equivalent: A document certifying the successful
completion of a prescribed secondary school program of studies, or the attainment of
satisfactory scores on state specified examinations.
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High-skill Occupations: Occupations requiring postsecondary training or higher. Also

occupations requiring long-term on-the-job training or related work experience.
Individual with a Disability: An individual with a disability is a person who has:
A physical or mental impairment that substantially limits one or more major life activities;
and
A record of such an impairment; and
Is regarded as having such an impairment.
Industry Clusters: Geographic concentrations of interconnected companies, specialized
suppliers, service providers, and associated institutions in a particular field that are present in
a nation or region.
Industry Competency Model: A collection of competencies (knowledge coupled with skilled
tasks) that together define successful performance in a particular job family. Competency
models designate the industry requirements that are essential components to designing
training curriculum.
Industry Sectors: Refers to industries organized according to the Standard Industrial
Classification (SIC) codes or North American Industry Classification System (NAICS)
classification schemes.
Industry or Sector Partnership: A workforce collaborative convened by or acting in
partnership with a state board or local board that:
Organizes key stakeholders in an industry cluster into a working group that focuses on
the shared goals and human resources needs of the industry cluster and that includes, at
the appropriate stage of development of the partnership, a broad base of representatives
including businesses, institutions of higher education, representatives of government,
workforce agencies, labor organizations, and workforce boards.
May also include representatives of state or local government; state or local boards, state
or local economic development agencies, state workforce agency other state or local
agencies, business or trade associations, economic development organizations, nonprofit
organizations, community-based organizations, philanthropic organizations, and industry
associations.
Industry-recognized Credentials: An industry-recognized credential is one that either is
developed and offered by, or endorsed by a nationally recognized industry association
or organization representing a sizeable portion of the industry sector, or a credential that
is sought or accepted by companies within the industry sector for purposes of hiring or
recruitment, which may include credentials from vendors of certain products. Consumer
should be aware that in some industry sectors there may be more than one major industry
association and that they may endorse or promote different credentials, and that the
credentials that are sought by individual companies in an industry can vary by geographic
region, by company size, or based on what product or equipment the company uses and
needs workers to be able to operate. This is merely to point out that there may not be a single
readily identifiable national credential for all industry sectors or occupations.
Industry-Skill Standards: The knowledge and skills needed for employment at various levels
within specific industries. Industry employers or boards usually identify and define these skills.
Integrated Resource Team (IRT) Model: Brings together relevant public and private service
agencies on behalf of the customer to coordinate services and resources in a comprehensive
manner.
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SECTION THREE
Internships: A temporary employment opportunity in which an individual can acquire

experience in an occupation, profession, or pursuit. These positions may be paid or unpaid and
are usually temporary and employment at the completion of an internship is not guaranteed.
Job Readiness Skills: Also referred to as soft skills, employability skills, or work readiness skills.
Job readiness skills are a set of skills and behaviors that are necessary for any job such as,
social competence, job-seeking, and interview skills, etc.
Job Shadowing: A career awareness/exploration opportunity in which a student observes or
shadows a worker for a designated period of time to learn about that workers career.
License/Occupational License: An occupational license is typically granted by a Federal,
state, or local government agency, is mandatory in the relevant jurisdiction, is intended to set
professional standards and ensure safety and quality of work, is required in addition to other
credentials, is defined by laws and regulations, and is time-limited. Violation of the terms of
the license can result in legal action.
Literacy: An individuals ability to read, write, and speak in English; compute; and solve
problems at levels of proficiency necessary to function on the job, in the family, and in society.
Location Quotient: The relative concentration of employment in an area compared to a larger
area (state versus nation).
Mentoring: A more complex relationship between an individual and an experienced employee.
The mentor observes the mentees performance and will routinely comment on it and make
suggestions, teach, coach, or give constructive feedback.
On-the-Job Training: Training by an employer that is provided to a paid participant while
engaged in productive work in a job that
Provides knowledge or skills essential to the full and adequate performance of the job;
is made available through a program that provides reimbursement to the employer
of up to 50 percent of the wage rate of the participant, except as provided in section
134(c)(3)(H), for the extraordinary costs of providing the training and additional
supervision related to the training; and
Is limited in duration as appropriate to the occupation for which the participant is being
trained, taking into account the content of the training, the prior work experience of the
participant, and the service strategy of the participant, as appropriate.
Occupational License: An occupational license is typically granted by Federal, state, or local
government agencies; mandatory in the relevant jurisdiction; intended to set professional
standards and ensure safety and quality of work, such as medical licenses for doctors;
required in addition to other credentials (educational awards, apprenticeship, or certification);
defined by laws and regulations; time-limited (must be renewed based on meeting on going
requirements to maintain license); and violation of the terms of the license can result in legal
action.
Portable Credential: A credential is considered portable when it is recognized and accepted
as verifying the qualifications of an individual in other settings - either in other geographic
areas, at other educational institutions, or by other industries or employing companies.
139
SECTION THREE
Program of Study: Incorporates secondary and postsecondary elements; includes coherent

and rigorous content aligned with challenging academic standards and relevant career
and technical contents in a coordinated, non-duplicative progression of courses that align
secondary to postsecondary education; may include opportunity for secondary education
students to gain postsecondary education credits through dual or concurrent enrollment
programs or other means; and leads to an industry-recognized credential or certificate at the
postsecondary level or an associate or baccalaureate degree. See http://cte.ed.gov/initiatives/
programs-of-study
Progressive and Modularized: The education/training program is structured so that each
course builds upon the next, with individuals moving through competency sets, building and
attaining new skills as they go. Modules are taught in manageable chunks so individuals
with varying levels of proficiency can accomplish them. A chunked curriculum is one that has
been broken down into smaller units, each of which is stackable and linked to other modules
in a series that culminates in an industry-recognized credential.
Recognized Postsecondary Credential: A credential consisting of an industry-recognized
certificate or certification, a certificate of completion of an apprenticeship, a license
recognized by the state involved or Federal government, or an associate or baccalaureate
degree.
Return on Investment (ROI): As it relates to career pathways, ROI is a measure of the net
economic impact of an employment and training program. The ROI considers all the costs
associated with design and implementation of the career pathway program, including costs to
the participant, and compares the sum of those costs to the economic benefits achieved by all
participants upon exiting the program and/or over time.
Sector Strategies: Regional, industry-focused approaches to workforce and economic
development that improve access to good jobs and increase job quality in ways that
strengthen an industrys workforce. Although not a new approach, it is gaining national
momentum as a proven framework for addressing skill gaps and engaging industry in
education and training. The new Workforce Innovation and Opportunity Act (WIOA) makes
significant changes to the nations workforce development system, expressly incorporating
the sector strategies approach throughout and requiring regional planning and alignment with
local labor market needs for in-demand sectors and occupations.
Supplemental Nutrition Assistance Program (SNAP): To help recipients meet work
requirements, and to gain the skills, training, or experience to increase their ability to obtain
regular employment. The program is administered on the Federal level by the U.S. Department
of Agricultures Food and Nutrition Service (FNS).
Supportive Services: Services such as transportation, childcare, dependent care, housing,
and needs-related payments, which are necessary to enable an individual to participate in
activities authorized under WIOA.
Stackable Credential: A credential is considered stackable when it is part of a sequence of
credentials that can be accumulated over time to build up an individuals qualifications and
help them to move along a career pathway or up a career ladder to different and potentially
higher-paying jobs. For example, one can stack a high school diploma, an associates degree,
and then typically obtain two more years of appropriate postsecondary education to obtain
a bachelors degree. An individual can also stack an interim career/work readiness or pre-
apprenticeship certificate, then complete an apprenticeship, and later earn a degree or
advanced certification.
140
SECTION THREE
Stakeholders: Individuals, groups, or organizations that have a stake in the outcomes of

preK-16 education. This includes, for example, students, parents, employers, economic and
workforce success, society in general.
Temporary Assistance for Needy Families (TANF): The Temporary Assistance for Needy
Families (TANF) program is designed to help needy families achieve self-sufficiency. States
receive block grants to design and operate programs that accomplish one of the purposes
of the TANF program. The Act provides temporary financial assistance while aiming to get
people off that assistance, primarily through employment.
Ticket to Work Program: Is a free and voluntary program that can help Social Security
beneficiaries go to work, get a good job that may lead to a career, and become financially
independent, all while they keep their Medicare or Medicaid. Individuals who receive Social
Security benefits because of a disability and are age 18 through 64 may qualify for the
program.
Transcript: The official school record of a students performance showing all course work
completed, including course titles, course hours, grades or other evaluations earned, and
grading scale.
Transitional Jobs: Time-limited jobs that are work experiences that are subsidized for
individuals with barriers to employment who are chronically unemployed or have an
inconsistent work history. These jobs may be in the public, private, or non-profit sectors.
U.S. Department of Labor (USDOL) Employment and Training Administration (ETA): The
mission of the Employment and Training Administration is to contribute to the more efficient
functioning of the U.S. labor market by providing high quality job training, employment,
labor market information, and income maintenance services primarily through state and local
workforce development systems. USDOL/ETA provides formula grants to states and tribes
to carry out the mandates in the Workforce Innovation and Opportunity Act. It also solicits
applications and awards competitive grants to eligible states, localities, and tribes to innovate
and improve outcomes for participants. ETA provides policy, guidance, and oversight of the
workforce system from the Federal perspective.
Work-based Learning: Work-based learning enables participants to gain or enhance their
skills while employed or while engaged in an experience that is similar to employment.
Examples: workplace simulations, career academies, school-based enterprises, cooperative
work and study programs, on-the-job-training, incumbent worker training, job shadowing, pre-
apprenticeship, apprenticeships, fellowships, and paid or unpaid work experience.
Workforce Development Board: An oversight board responsible for overseeing WIOA
core programs including the development of a state plan. The membership of the board
is appointed by the Governor with the majority being business representatives and the
remaining representing diverse interests to include: state legislators, leadership of core
programs under WIOA, representatives of community-based organizations that deliver
employment and training programs and serve populations with barriers to employment, and
economic development organizations.
Workforce Innovation and Opportunity Act (WIOA): The Federal statute that establishes
Federal policy direction and appropriates Federal funds for employment and training
programs. WIOA is designed to help job seekers access employment, education, training,
and support services to succeed in the labor market and to match employers with the skilled
workers they need to compete in the global economy. WIOA was signed into law on July
22, 2014. WIOA brings together, in strategic coordination, the core programs of Federal
investment in skill development:
141
SECTION THREE
Employment and training services for adults, dislocated workers, and youth and Wagner-
Peyser employment services administered by the Department of Labor (DOL) through
formula grants to states; and
Adult education and literacy programs and vocational rehabilitation state grant programs
that assist individuals with disabilities in obtaining employment administered by the
Department of Education (ED).
WIOA also authorizes programs for specific vulnerable populations, including the Job
Corps, YouthBuild, Indian and Native Americans, and Migrant and Seasonal Farmworker
programs as well as evaluation and multistate projects administered by DOL. In addition,
WIOA authorizes other programs administered by ED and the Department of Health and
Human Services. WIOA replaces the Workforce Investment Act of 1998 and retains and
amends the Adult Education and Family Literacy Act, the Wagner-Peyser Act, and the
Rehabilitation Act of 1973.
Workforce-Readiness Standards: Guidelines for the skills needed to be successful in the
workplace. This includes basic workplace skills such as workplace norms, communication skills,
technology skills, and the ability to learn on the job.
Workforce Recruitment Program (WRP): A recruitment and referral program that connects
Federal and private sector employers nationwide with highly motivated college students and
recent graduates with disabilities who are eager to prove their abilities in the workplace.
142
SECTION THREE
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CAREER

Element One: Build Cross-Agency Partnerships and Clarify Roles 11

Element Two: Identify Industry Sectors and Engage Employers 26

Element Three: Design Education and Training Programs 40

Element Four: Identify Funding Needs and Sources 70

Element Five: Align Policies and Programs 79

Element Six: Measure System Change and Performance 89

SECTION TWO: Career Pathways Tools and Resources

Career Pathways Tools 101

Career Pathways Resources 117

SECTION THREE: Career Pathways References

Career Pathways Glossary 133

Section One: Six Key Elements of Career Pathways

Section Two: Team Tools/How To Guide for Facilitators

Section Three: Resources

Career Pathway Systems and Programs

CAREER PATHWAYS FYI: WIOA Career Pathways Definition

Impact of WIOA on State Agencies

Complementary Approaches to Workforce Development

INDUSTRY KEY FEATURES

Bryan Albrecht, Wisconsin Emily Lesh, Colorado

Judith A. Alamprese, Abt Associates Steven Klein, RTI International

Key Element Components:

The establishment of a comprehensive required in WIOA signed on July 22, 2014.

CAREER PATHWAYS FYI: WIOA Functions of State Workforce Development Board

COMPONENT 1.1: Engage Cross-Agency Partners and Employers.

Team Development and Sustainability benefits to participants, organizations,

Understand Each Others Programs

Use Performance Data

Component 1.2: Establish a Shared Vision, Mission, Goals, and

COMPONENT 1.3: Define the Roles and Responsibilities of All Partners.

A prerequisite for defining the roles and

Mapping will facilitate the following questions:

WHO WHERE HOW

Educational Economic Human Community-

Educational Economic Human Community-

PROMISING PRACTICE: Virginia Career PathwaysAlign Systems

COMPONENT 1.4: Develop a Work Plan and/or Memorandum

ELEMENT ONE TOOLBOX

Six Key Elements Graphic Framework view/2001126552554540652/info

Reports and Publications

Key Element Components:

A career pathways system must be employer

COMPONENT 2.1: Conduct Labor Market Analysis to Target High-

CAREER PATHWAYS FYI: In-Demand Industry Sector or Occupation

A) IN GENERALThe term in-demand lead to economic self-sufficiency

Traditional LMI is employment statistics,

Cluster studies are critical in developing

A state, region, or local team just starting out

PROMISING PRACTICE: Employer Engagement in Maryland

COMPONENT 2.2: Survey and Engage Key Industry Leaders

CAREER PATHWAYS FYI: Definition of Industry or Sector Partnerships

WIOA defines an industry partnership as a workforce collaborative, convened by or

COMPONENT 2.3: Clarify the Role of Employers in the Development

Write an employer agreement The MOU can specify the parameters of

COMPONENT 2.4: Identify Existing Training Systems within Industry

COMPONENT 2.5: Identify the Skill Competencies and Associated

COMPONENT 2.6: Sustain and Expand Business Partnerships.

ELEMENT TWO TOOLBOX

Reports and Publications

Key Element Components:

An Overview of the Design Process The process begins by identifying and

Steps in Career Pathway Progress

COMPONENT 3.1: Identify and Engage Education and Training Partners